Faktor-faktor mempengaruhi amalan pentaksiran kemahiran insaniah menggunakan rubrik dalam kalangan Pensyarah Institut Pendidikan Guru

• Main Author: Rusmawati, Othman
• Format: Thesis
• Language: English; English; English
• Published: 2020
• Subjects: LB1025-1050.75 Teaching (Principles and practice); LB2300 Higher Education
• Online Access: https://etd.uum.edu.my/8690/1/Deposit%20Permission_s902175.pdf; https://etd.uum.edu.my/8690/2/s902175_01.pdf; https://etd.uum.edu.my/8690/3/s902175_references.docx; https://etd.uum.edu.my/8690/
• Institution: Universiti Utara Malaysia

A revamp of the program in the system of teacher training institutes (IPG) requires lecturers to assess soft skills (KI) using rubrics. However, not many studies have made about factors influencing the practice of KI assessment using rubrics. This study is aimed at identifying the level of knowledge about the KI assessment rubrics, attitude towards using the KI assessment rubrics, the motivation to use the KI rubrics, social support to use the KI rubrics and the practice of assessing the soft skills using rubrics. The influence of knowledge, attitude, motivation and support was also identified on lecturers’ practices. The research design was a descriptive corelational with survey method using questionaire. The sample of this study consisted of a total 626 lecturers who teach in 2018 within IPG across the Peninsular Malaysia. The findings were analyzed using the descriptive and inferential statistics. The findings revealed that all the factors studied in this research were at a high level. However, the component of fairness towards student in assessment was at a moderate level. In addition, there was no significant difference in the level of lecturer's practice according to the duration of service in IPG. However, there were significant differences in the level of lecturers’ practices according to the courses attended. The findings also provide evidence that there was a significant influence between lecturers’ knowledge, attitude and motivation towards lecturers’ practices. On the other hand, there was no significant influence for the subjective norms on the use of rubrics in KI assessment. The findings of this study contributes to the theory with addition factor of knowledge to suit with the assessment model. Besides, the data could give input towards strengthening the existing practices among lecturers in the KI assessment using rubrics.