The implementation of Classroom Assessment (PBD) in Malaysian schools marks a significant shift towards holistic student evaluation, aligning with global educational trends. This study focuses on assessing the readiness of teachers at Sekolah Menengah Kebangsaan Sultan Abdul Samad, Klang, in implementing PBD. It aims to identify their knowledge, skills, and the challenges they face in executing PBD effectively. The research objectives include gauging teachers' skill levels, pinpointing implementation hurdles, and evaluating assessment practices. Through survey methodology involving 68 teachers, this study investigates the teachers' preparedness and understanding of PBD's principles. The conceptual framework underscores the interconnectedness between teachers' knowledge, skills, and the challenges they encounter, providing a structured approach to analyze the implementation process. Findings from this study can inform policymakers and educational institutions about the efficacy of PBD implementation and highlight areas for teacher training and support. Ultimately, this research contributes to the ongoing discourse on enhancing educational assessment practices in Malaysia.
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