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class="user-content-wrapper"><div class="uploads-container" id="social-redesign-work-container"><div class="upload-header"><h2 class="ds2-5-heading-sans-serif-xs">Uploads</h2></div><div class="documents-container backbone-social-profile-documents" style="width: 100%;"><div class="u-taCenter"></div><div class="profile--tab_content_container js-tab-pane tab-pane active" id="all"><div class="profile--tab_heading_container js-section-heading" data-section="Papers" id="Papers"><h3 class="profile--tab_heading_container">Papers by ZURAIMI ZAKARIA</h3></div><div class="js-work-strip profile--work_container" data-work-id="124594521"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/124594521/Teacher_Educators_as_Belief_Navigators_Shaping_Pre_Service_Teachers_Pedagogical_Beliefs"><img alt="Research paper thumbnail of Teacher Educators as Belief Navigators: Shaping Pre-Service Teachers’ Pedagogical Beliefs" class="work-thumbnail" src="https://attachments.academia-assets.com/118791400/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/124594521/Teacher_Educators_as_Belief_Navigators_Shaping_Pre_Service_Teachers_Pedagogical_Beliefs">Teacher Educators as Belief Navigators: Shaping Pre-Service Teachers’ Pedagogical Beliefs</a></div><div class="wp-workCard_item"><span>International Journal of Education, Psychology and Counseling</span><span>, Sep 26, 2023</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This work is licensed under CC BY 4.0 This article is grounded in the perspective that pre-servic...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This work is licensed under CC BY 4.0 This article is grounded in the perspective that pre-service teachers' pedagogical beliefs significantly impact their future classroom practice. It is argued that pre-service teachers have already formed a set of pedagogical beliefs by the time they enrol in teacher education programs. These beliefs are reported to be incongruent with the goals these programs strive to achieve. There is evidence that these pre-existing pedagogical beliefs often remain intact throughout the programs, and in some cases, are even reinforced by them. This is mainly because little effort is made by teacher educators to address or change these beliefs. Studies that investigated teacher change have also explored pedagogical beliefs, as changes in beliefs are a determining factor for changes in practice. The article proposes both general and specific measures that could be undertaken by teacher educators in the design of intervention strategies and programs aimed at changing the pedagogical conceptions and beliefs that pre-service teachers hold. Additionally, the article also addresses the origins and characteristics of these beliefs and their influence on classroom practice and teaching effectiveness.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="3bcd3fa54e44a30b2d6abfacf1e73a2d" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":118791400,"asset_id":124594521,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/118791400/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="124594521"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="124594521"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 124594521; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="121929044"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/121929044/Assessment_driven_Module_Development_Framework_for_Business_Training_involving_Small_Scale_Malaysian_Entrepreneurs"><img alt="Research paper thumbnail of Assessment-driven Module Development Framework for Business Training involving Small Scale Malaysian Entrepreneurs" class="work-thumbnail" src="https://attachments.academia-assets.com/116695770/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/121929044/Assessment_driven_Module_Development_Framework_for_Business_Training_involving_Small_Scale_Malaysian_Entrepreneurs">Assessment-driven Module Development Framework for Business Training involving Small Scale Malaysian Entrepreneurs</a></div><div class="wp-workCard_item"><span>International Journal of Business and Technology Management</span><span>, 2024</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This paper presents the Quality Assured Module Maker (QAMM) framework, a strategic conceptual too...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This paper presents the Quality Assured Module Maker (QAMM) framework, a strategic conceptual tool crafted for the development of high-quality training modules and continuous program evaluation of the Financial Literacy Program (FLP). Providing business training to 3,000 small-scale Malaysian entrepreneurs under the B40 socioeconomic category, FLP operates under the auspices of the Income Enhancement Initiative (Inisiatif Pendapatan Rakyat or IPR), led by the Ministry of Economy. The program offers financial incentives to aid small-scale entrepreneurs in starting and enhancing their business operations. The FLP strategically aims to strengthen financial literacy, managerial skills, and future financial capacity of its participants, thereby contributing to the sustainability of their businesses. The large scale and participant base of the program necessitate the importance of high-quality modules for successful training outcomes. The QAMM framework is central to the development of 45 comprehensive modules across five thematic areas within FLP. Unique in its approach, the framework integrates educational assessment theories and methodologies, serving as a pivotal instrument for ensuring uniform and consistent training delivery. It employs constructive alignment to align training delivery with skill acquisition goals, thereby fulfilling intended objectives and ensuring high content validity. This paper articulates the theoretical foundations, components, elements, and practical applications of the QAMM framework. Significantly, the QAMM framework is utilized not only in module development but also in module evaluation, which is conducted concurrently with the module development. This ongoing evaluation provides continuous data for module improvement, exemplifying a dynamic approach to evaluation approach in entrepreneurial training. The paper delves into the innovative use of educational assessment methodologies in module development framework, addressing a significant research gap in the effectiveness of business training for small-scale entrepreneurs in developing countries.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="6e23f1682625f7a3b80a8e3c99ef92cf" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":116695770,"asset_id":121929044,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/116695770/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="121929044"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="121929044"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 121929044; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=121929044]").text(description); $(".js-view-count[data-work-id=121929044]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 121929044; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='121929044']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="121928972"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/121928972/The_Integration_of_Higher_Order_Thinking_Skills_in_Science_Classrooms_Malaysian_Teachers_Perspectives_and_Practice"><img alt="Research paper thumbnail of The Integration of Higher Order Thinking Skills in Science Classrooms: Malaysian Teachers' Perspectives and Practice" class="work-thumbnail" src="https://attachments.academia-assets.com/116695693/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/121928972/The_Integration_of_Higher_Order_Thinking_Skills_in_Science_Classrooms_Malaysian_Teachers_Perspectives_and_Practice">The Integration of Higher Order Thinking Skills in Science Classrooms: Malaysian Teachers' Perspectives and Practice</a></div><div class="wp-workCard_item"><span>International Journal of Academic Research in Progressive Education and Development</span><span>, 2024</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This study explores secondary school Malaysian teachers' conceptions of Bloom's Taxonomy of the c...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This study explores secondary school Malaysian teachers' conceptions of Bloom's Taxonomy of the cognitive domain and their integration of Higher Order Thinking Skills (HOTS) in science instruction and assessment. Employing a qualitative research design, the study involved semistructured interviews with four science teachers from two secondary schools to investigate (1) teachers' understanding and perceptions of Bloom's Taxonomy, and (2) their strategies for incorporating HOTS in their instructional and assessment practices. The findings unveiled the teachers' optimistic views on Bloom's Taxonomy and its perceived positive impact on student learning. However, their integration of the taxonomy into instruction was limited, with the inclusion of Lower Order Thinking Skills (LOTS) and HOTS tasks and activities contingent on the academic abilities of the student groups. Notably, some teachers harbor a misconception that only high-ability students can engage in HOTS, leading to an emphasis on LOTS activities in classrooms with lower-ability students. Additionally, teachers were found to utilize different sets of pedagogical approaches and strategies when dealing with lowability and high-ability groups of learners. The study concludes that there is a critical need for targeted professional development to correct misconceptions and enhance teacher capabilities in effectively integrating HOTS. Future research should examine the influence of teacher beliefs on instructional practices more comprehensively, incorporating classroom observations and document analysis to provide a more holistic understanding of how cognitive domain theories are integrated into practical teaching methodologies.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="db6172477d85ad186408aa618790f787" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":116695693,"asset_id":121928972,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/116695693/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="121928972"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="121928972"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 121928972; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=121928972]").text(description); $(".js-view-count[data-work-id=121928972]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 121928972; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='121928972']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "db6172477d85ad186408aa618790f787" } } $('.js-work-strip[data-work-id=121928972]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":121928972,"title":"The Integration of Higher Order Thinking Skills in Science Classrooms: Malaysian Teachers' Perspectives and Practice","internal_url":"https://www.academia.edu/121928972/The_Integration_of_Higher_Order_Thinking_Skills_in_Science_Classrooms_Malaysian_Teachers_Perspectives_and_Practice","owner_id":258851384,"coauthors_can_edit":true,"owner":{"id":258851384,"first_name":"ZURAIMI","middle_initials":null,"last_name":"ZAKARIA","page_name":"ZURAIMIZAKARIA","domain_name":"uitm","created_at":"2023-02-23T18:16:05.116-08:00","display_name":"ZURAIMI ZAKARIA","url":"https://uitm.academia.edu/ZURAIMIZAKARIA"},"attachments":[{"id":116695693,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/116695693/thumbnails/1.jpg","file_name":"HRMARS_SCIENCE_HOTS.pdf","download_url":"https://www.academia.edu/attachments/116695693/download_file","bulk_download_file_name":"The_Integration_of_Higher_Order_Thinking.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/116695693/HRMARS_SCIENCE_HOTS-libre.pdf?1720606223=\u0026response-content-disposition=attachment%3B+filename%3DThe_Integration_of_Higher_Order_Thinking.pdf\u0026Expires=1740874735\u0026Signature=d49fsPJkG3uUMNnA7B8HD5UALpMBVTaCA2hGUMgCLjC4Fo1-dBJlHQKByDblZbn4KV5qbC9ztJh~YPvcr3bYDiT2eCUfgCcSKfMSNq15KamocZq7HsQ9kgaU~jEhDYo9MtyOkK9aljcMKhU0Oj-5XL~SL4jvLFA1tDva8HUGfcaxc7aQUhcYog22eTGKGFyjvNBRLDVftqILVl0tNxurS9Z9Wh3G8AbQCGOClx8Nu6FglbHZy11Pqxi9PIX5QEGF7kDoGDdJMIxWnB9r67pp0ma8Wu9lvkM1l83mbGoHVINlbczHjwDNOcB-6E2HsV8M5hnrcngqjZOSwTPvEXjXdg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="121928863"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/121928863/Examining_Laboratory_Assessment_Science_Teachers_Strategies_and_Tools_in_Focus"><img alt="Research paper thumbnail of Examining Laboratory Assessment: Science Teachers' Strategies and Tools in Focus" class="work-thumbnail" src="https://attachments.academia-assets.com/116695606/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/121928863/Examining_Laboratory_Assessment_Science_Teachers_Strategies_and_Tools_in_Focus">Examining Laboratory Assessment: Science Teachers' Strategies and Tools in Focus</a></div><div class="wp-workCard_item"><span>International Journal of Advanced Research in Education and Society</span><span>, 2024</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Laboratory assessments in science education involves authentic and complex tasks that align with ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Laboratory assessments in science education involves authentic and complex tasks that align with the goals of contemporary educational objectives. However, there is a notable dearth of studies specifically addressing teachers' practices in laboratory-oriented assessment, particularly in comparison to the extensive research conducted on other facets of the science curriculum. Consequently, this paper presents a study that examines the laboratory-focused assessment methods of science teachers, focusing on the adoption of formal assessment tasks, informal assessment strategies, and scoring tools for evaluating laboratory-related knowledge and skills. Utilizing a quantitative design, 114 secondary school teachers from three urban educational districts in Selangor, a state in Malaysia, participated in a survey. The findings revealed that science teachers predominantly embraced teacher-centric assessment approaches, rather than methods that promoted student engagement and peer learning. Furthermore, the findings highlighted a significant reliance on traditional, cognitivelyoriented assessment tasks and the integration of real-time informal assessment strategies that provided immediate feedback for corrective actions. In contrast, time-intensive and cumulative assessment formats were less frequently adopted. The frequent use of checklists and rubrics indicated a structured approach to scoring. These findings emphasized the need for a more diverse and holistic assessment approach, one that extends beyond traditional methods to incorporate strategies that enhance critical thinking, practical skills, and student engagement. The implications of these findings are profound, affecting professional development and training as well as the provision of adequate resources and support, which are crucial for advancing the quality of science education.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="e3f28049fcf91015ea99e3228134539a" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":116695606,"asset_id":121928863,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/116695606/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="121928863"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="121928863"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 121928863; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="121928756"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/121928756/Integrated_Assessment_in_Enhancing_Tertiary_Learning_Experience"><img alt="Research paper thumbnail of Integrated Assessment in Enhancing Tertiary Learning Experience" class="work-thumbnail" src="https://attachments.academia-assets.com/116695515/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/121928756/Integrated_Assessment_in_Enhancing_Tertiary_Learning_Experience">Integrated Assessment in Enhancing Tertiary Learning Experience</a></div><div class="wp-workCard_item"><span>APS Proceedings, Volume 12</span><span>, 2024</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The proposed innovation seeks to streamline instructional delivery and assessment activities with...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The proposed innovation seeks to streamline instructional delivery and assessment activities within higher education programs by reducing the number of assessments. Known as integrated assessment this approach<br />facilitates the integration of content from various courses, preventing learning silos, fostering interconnectedness in content delivery and assessment, and improving management and resource efficiency. Currently implemented in the Curriculum and Instruction (EDU555) and Assessment Literacy and Performance Competencies (EDU485) courses across seven teacher training programs at the Faculty of Education, Universiti Teknologi MARA (UiTM), the integrated assessment model adopts one of the assessments from EDU555 as a requirement<br />for EDU485's assessment, thereby avoiding additional workload for students. This integrated assessment requires students to showcase a multidisciplinary comprehension of content from both courses, thereby augmenting their ability to discern the interconnectedness of curriculum, instructional delivery, and assessments. The innovation aims to foster interdisciplinary learning and transfer, reduce learning redundancy, promote meaningful learning, advocate for holistic evaluation, optimize management and resource efficiency, and streamline course<br />administration in higher education. Aligned with the Malaysia Qualifications Framework (MQF), the novelty lies in its transformative capacity to revolutionize the traditional approach to course delivery and assessment, introducing a paradigm shift by consolidating and streamlining assessment practices across various courses and<br />disciplines.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="84a804a1fd94b0ff38bf3e370e414df5" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":116695515,"asset_id":121928756,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/116695515/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="121928756"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="121928756"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 121928756; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=121928756]").text(description); $(".js-view-count[data-work-id=121928756]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 121928756; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='121928756']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "84a804a1fd94b0ff38bf3e370e414df5" } } $('.js-work-strip[data-work-id=121928756]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":121928756,"title":"Integrated Assessment in Enhancing Tertiary Learning Experience","internal_url":"https://www.academia.edu/121928756/Integrated_Assessment_in_Enhancing_Tertiary_Learning_Experience","owner_id":258851384,"coauthors_can_edit":true,"owner":{"id":258851384,"first_name":"ZURAIMI","middle_initials":null,"last_name":"ZAKARIA","page_name":"ZURAIMIZAKARIA","domain_name":"uitm","created_at":"2023-02-23T18:16:05.116-08:00","display_name":"ZURAIMI ZAKARIA","url":"https://uitm.academia.edu/ZURAIMIZAKARIA"},"attachments":[{"id":116695515,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/116695515/thumbnails/1.jpg","file_name":"APS_INTEGRATED_ASSESSMENT.pdf","download_url":"https://www.academia.edu/attachments/116695515/download_file","bulk_download_file_name":"Integrated_Assessment_in_Enhancing_Terti.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/116695515/APS_INTEGRATED_ASSESSMENT-libre.pdf?1720606231=\u0026response-content-disposition=attachment%3B+filename%3DIntegrated_Assessment_in_Enhancing_Terti.pdf\u0026Expires=1740874736\u0026Signature=G-iMrnaacDOcYyywi9KHizEMrYbxjB6uFxUz7fP0bYkofEPo11vj1LbVQlxGQV63jGKqdliN6LUKmnax9QSEo9qma-k7JKXRRjWGhK74cCNo~TRW4ezq3hX4BSzKzVmpstHZrbr0ayMQLzwKs-EvTXpxOqlpZIi6LV537mjj-jBCuZZhzc9lMP1PHeUjWViWaSvRwPtz3CbnnmltjKcKT1rJZ2gVQGmLMIZTcRWBV83oMJuDKKuw1bzvZE5yWIfdGLxlOgP5G0i-1FZWl9FMWb6Zhw8izM~hwGUwMCQIxvk6McR1CXalL5GnLn02Hbt8HR7F-u6lbf4TKKFCYHoA~g__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="121928631"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/121928631/Assessment_Under_Duress_Challenges_to_Physical_Education_Assessments_and_the_Emergence_of_Compromised_Norms"><img alt="Research paper thumbnail of Assessment Under Duress: Challenges to Physical Education Assessments and the Emergence of Compromised Norms" class="work-thumbnail" src="https://attachments.academia-assets.com/116695400/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/121928631/Assessment_Under_Duress_Challenges_to_Physical_Education_Assessments_and_the_Emergence_of_Compromised_Norms">Assessment Under Duress: Challenges to Physical Education Assessments and the Emergence of Compromised Norms</a></div><div class="wp-workCard_item"><span>International Journal of Academic Research in Progressive Education and Development</span><span>, 2024</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This study investigated the challenges faced by Physical and Health Education teachers in impleme...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This study investigated the challenges faced by Physical and Health Education teachers in implementing Classroom-based Assessment (CBA) practices, addressing a research gap in localized and practical constraints in slightly underrepresented regions of Malaysia. It sought to answer two research questions: what issues obstructed effective PE assessments, and how did these persistent challenges shape teachers' assessment norms and practices? Utilizing an explanatory qualitative research design, the study involved in-depth interviews with four teachers from Sabah and Sarawak. The thematic analysis revealed five main challenges: the complexity of CBA requirements, inherent complexities of PE assessments, lack of standardized assessment approaches, resource constraints, and administrative issues. Key findings indicated that these challenges led to compromised assessment practices, such as grade inflation and score averaging. The study highlighted the need for comprehensive professional development programs to enhance teachers' assessment knowledge and skills, fostering collaboration and consistent assessment practices. Recommendations included peer teaching, mentoring programs, and better resource allocation to improve PE assessments' effectiveness and alignment with educational objectives.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="d9aab2e25b4cef82e19d3c2b018391dd" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":116695400,"asset_id":121928631,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/116695400/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="121928631"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="121928631"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 121928631; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=121928631]").text(description); $(".js-view-count[data-work-id=121928631]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 121928631; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='121928631']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "d9aab2e25b4cef82e19d3c2b018391dd" } } $('.js-work-strip[data-work-id=121928631]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":121928631,"title":"Assessment Under Duress: Challenges to Physical Education Assessments and the Emergence of Compromised Norms","internal_url":"https://www.academia.edu/121928631/Assessment_Under_Duress_Challenges_to_Physical_Education_Assessments_and_the_Emergence_of_Compromised_Norms","owner_id":258851384,"coauthors_can_edit":true,"owner":{"id":258851384,"first_name":"ZURAIMI","middle_initials":null,"last_name":"ZAKARIA","page_name":"ZURAIMIZAKARIA","domain_name":"uitm","created_at":"2023-02-23T18:16:05.116-08:00","display_name":"ZURAIMI ZAKARIA","url":"https://uitm.academia.edu/ZURAIMIZAKARIA"},"attachments":[{"id":116695400,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/116695400/thumbnails/1.jpg","file_name":"HRMARS_PJK_BARRIERS.pdf","download_url":"https://www.academia.edu/attachments/116695400/download_file","bulk_download_file_name":"Assessment_Under_Duress_Challenges_to_Ph.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/116695400/HRMARS_PJK_BARRIERS-libre.pdf?1720606255=\u0026response-content-disposition=attachment%3B+filename%3DAssessment_Under_Duress_Challenges_to_Ph.pdf\u0026Expires=1740874736\u0026Signature=OdKKKq0etHYcuiJCOqWTwhvCEPGTWrUBZKc6kKCJ6d4TvXHbqth2JwPZC-TXUItsmv-qjaMG3Ajm1jl4GCFttL5PTnPyr9l7rzbEuI5pBsGgrlF2nYiT~5VvrmmwrLYq4YsZ-PQPCeKR6wqNZEZFnj1ef98be0rLFvRE2wdn7rFN6UODVcy~TMpdZiqlbu7-osz8aiLi42deVOsGOinZlcSjxQcRHctDb17G8N8wmi9XeYbnrP2HHdQstyJTqNmyIBes5FHWon45dGg3yB1sJg-ujzggfpVs-b07pGcYn~1c9yOqdf1-UoL8pfarVk8TcpAq9rzK1zZtIW4A49ObPg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="121927146"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/121927146/Assessment_in_Action_Investigating_the_Practices_of_Malaysian_Physical_and_Health_Education_Teachers"><img alt="Research paper thumbnail of Assessment in Action: Investigating the Practices of Malaysian Physical and Health Education Teachers" class="work-thumbnail" src="https://attachments.academia-assets.com/116694219/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/121927146/Assessment_in_Action_Investigating_the_Practices_of_Malaysian_Physical_and_Health_Education_Teachers">Assessment in Action: Investigating the Practices of Malaysian Physical and Health Education Teachers</a></div><div class="wp-workCard_item"><span>International Journal of Academic Research in Progressive Education and Development</span><span>, 2024</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Within the landscape of the physical and health education (PHE) curriculum in Malaysia, where ins...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Within the landscape of the physical and health education (PHE) curriculum in Malaysia, where instructional and assessment activities are framed by a school-based assessment framework, valid and reliable assessment practice is critical. However, there is a distinct lack of studies exploring Malaysian PHE teachers' assessment competencies and practice, resulting in considerable gaps in understanding how assessments are utilized to bolster the instructional process and the overall efficacy of the PHE curriculum implementation. Addressing these gaps, this study delves into teachers' assessment practices, encompassing traditional and alternative assessment methodologies, evidence-based instructional strategies, and the utilization of scoring tools. Employing a quantitative approach, a survey was administered to 63 PHE secondary school teachers across five urban districts of a state in Malaysia. Findings indicate a discrepancy between curriculum expectations and teachers' actual engagement with assessment practices, highlighting a lack of integration of assessment information to inform instructional strategies. Additionally, a clear preference for rubrics over other scoring methods was observed. Moreover, the study highlights missed opportunities in promoting critical thinking skills and utilizing informal assessment data to enhance ongoing instruction. These findings emphasize the need for comprehensive professional development and robust support systems to bolster effective assessment practices in Malaysian schools.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="9cc57946dbb5633da5291651073c321f" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":116694219,"asset_id":121927146,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/116694219/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="121927146"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="121927146"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 121927146; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=121927146]").text(description); $(".js-view-count[data-work-id=121927146]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 121927146; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='121927146']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="121923228"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/121923228/Minds_and_Megawatts_University_Students_Engagement_with_Energy_Efficiency_and_Sustainability_Practices"><img alt="Research paper thumbnail of Minds and Megawatts: University Students' Engagement with Energy Efficiency and Sustainability Practices" class="work-thumbnail" src="https://attachments.academia-assets.com/116691284/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/121923228/Minds_and_Megawatts_University_Students_Engagement_with_Energy_Efficiency_and_Sustainability_Practices">Minds and Megawatts: University Students' Engagement with Energy Efficiency and Sustainability Practices</a></div><div class="wp-workCard_item"><span>International Journal of Academic Research in Business and Social Sciences</span><span>, 2024</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Universities play a significant role in fostering energy efficiency and sustainability habits amo...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Universities play a significant role in fostering energy efficiency and sustainability habits among the younger generation. As centres of knowledge and innovation, they are uniquely positioned to influence the attitudes and behaviours of future leaders. Studies measuring the effectiveness of sustainability-based educational interventions at higher-level institutions, whether they are curriculum-oriented Chen et al (2024); Zin et al (2023); Mohamed et al (2024) or campus-focused initiatives (Dagiliute et al., 2018; Jehtae et al., 2021; Ribeiro et al., (2021), have largely indicated that university undergraduates' level of sustainability knowledge is at low to moderate levels, with limited adoption of the practice. This paper presents a pilot study conducted to measure university students' knowledge, behaviours, and self-efficacy towards energy efficiency and sustainability practices. The sample involved 79 students from one of the faculties at the Universiti Teknologi MARA Puncak Alam Campus. The findings reveal that students' knowledge of energy efficiency and sustainability was at a foundational level. Although the students demonstrated safety consciousness and valued sustainability practice, they were unwilling to sacrifice convenience for energy-saving behaviours, with minimal involvement in collective sustainability efforts. Students were generally confident in their ability to integrate sustainable practices into their lives; however, their consistency might waver under time constraints and competing priorities. The findings also suggest that students recognized the importance of advocacy for energy efficiency and</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="1b8cee4e85837da2f7eddeba8a511406" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":116691284,"asset_id":121923228,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/116691284/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="121923228"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="121923228"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 121923228; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=121923228]").text(description); $(".js-view-count[data-work-id=121923228]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 121923228; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='121923228']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "1b8cee4e85837da2f7eddeba8a511406" } } $('.js-work-strip[data-work-id=121923228]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":121923228,"title":"Minds and Megawatts: University Students' Engagement with Energy Efficiency and Sustainability Practices","internal_url":"https://www.academia.edu/121923228/Minds_and_Megawatts_University_Students_Engagement_with_Energy_Efficiency_and_Sustainability_Practices","owner_id":258851384,"coauthors_can_edit":true,"owner":{"id":258851384,"first_name":"ZURAIMI","middle_initials":null,"last_name":"ZAKARIA","page_name":"ZURAIMIZAKARIA","domain_name":"uitm","created_at":"2023-02-23T18:16:05.116-08:00","display_name":"ZURAIMI ZAKARIA","url":"https://uitm.academia.edu/ZURAIMIZAKARIA"},"attachments":[{"id":116691284,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/116691284/thumbnails/1.jpg","file_name":"IJARBSS_SUSTAINABILITY.pdf","download_url":"https://www.academia.edu/attachments/116691284/download_file","bulk_download_file_name":"Minds_and_Megawatts_University_Students.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/116691284/IJARBSS_SUSTAINABILITY-libre.pdf?1720593525=\u0026response-content-disposition=attachment%3B+filename%3DMinds_and_Megawatts_University_Students.pdf\u0026Expires=1740874736\u0026Signature=bmInogbrvoxcqEhXs5VCiUEzDgifmVrsyyEESIg02Y4lvAelnTa85UZEZolQPe7SK8gjYcFoirO-f-oD8u7pvFaEl269t3WQS1XtAKSi6PoFy1B9mvoKyyuyYj4xPsC1RxqA9o8zGSPonstvcrkUi9yWqCrAo3iMcDFTW77aNGd33CtlnnVMGjt4vY9IaaMMjgFfiYMMMPC-5xZnmeeyeMLF4u0iXWM-CA4KPPiejYdWFD5G1q~boPhbuX3XeRuP0Yk5BdDpMDAPUAVIkUGCG40SSK660xhQCpZn4I6Ju8s3HxaMfrapZYWL~EDpWUPwHv9N~RE900DI2oCHbeBbww__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="121923134"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/121923134/University_Students_Stages_of_Engagement_and_Levels_of_Impact_in_Adopting_Environmentally_Sustainable_Practices"><img alt="Research paper thumbnail of University Students' Stages of Engagement and Levels of Impact in Adopting Environmentally Sustainable Practices" class="work-thumbnail" src="https://attachments.academia-assets.com/116691211/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/121923134/University_Students_Stages_of_Engagement_and_Levels_of_Impact_in_Adopting_Environmentally_Sustainable_Practices">University Students' Stages of Engagement and Levels of Impact in Adopting Environmentally Sustainable Practices</a></div><div class="wp-workCard_item"><span>International Journal of Academic Research in Progressive Education and Development</span><span>, 2024</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Scholarly investigations into university students' engagement with environmentally sustainable pr...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Scholarly investigations into university students' engagement with environmentally sustainable practices have utilized various measures, yet there remains a significant gap in evaluating the adoption of sustainable initiatives and their associated impacts at individual, community, and societal levels. Additionally, there is a lack of understanding of student progression through the stages of change in adopting energy-efficient and sustainable behaviours. These gaps hinder the development of targeted interventions that can effectively promote consistent and impactful sustainable actions. To address these gaps, this paper presents a pilot study examining the stages of engagement and levels of impact of university students' adoption of energy efficiency and sustainability practices. Utilizing the Transtheoretical Model (TTM) (1982) and Kaufman's Five Levels of Evaluation (1994), the study explores the stages of sustainability adoption and assesses impacts at the micro (self), macro (community), and mega (societal) levels. Conducted with a sample of 79 students from Universiti Teknologi MARA (UiTM) Puncak Alam Campus, this quantitative study examined respondents' engagement and levels of impact in relation to behaviours and self-efficacy. The findings reveal that students' engagement with energy conservation and sustainability practices ranges from 'engaged but not yet consistent' to 'habitual,' indicating a mix of developing and habitual sustainable behaviours. The study also highlights a gap between awareness and action, with students demonstrating strong personal commitment to safetyrelated energy-efficient behaviours (micro level) but limited engagement in broader societal initiatives (mega level). Future research should focus on expanding sample sizes, employing</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="acef86349735fa78a6d1af140739e247" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":116691211,"asset_id":121923134,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/116691211/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="121923134"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="121923134"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 121923134; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=121923134]").text(description); $(".js-view-count[data-work-id=121923134]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 121923134; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='121923134']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "acef86349735fa78a6d1af140739e247" } } $('.js-work-strip[data-work-id=121923134]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":121923134,"title":"University Students' Stages of Engagement and Levels of Impact in Adopting Environmentally Sustainable Practices","internal_url":"https://www.academia.edu/121923134/University_Students_Stages_of_Engagement_and_Levels_of_Impact_in_Adopting_Environmentally_Sustainable_Practices","owner_id":258851384,"coauthors_can_edit":true,"owner":{"id":258851384,"first_name":"ZURAIMI","middle_initials":null,"last_name":"ZAKARIA","page_name":"ZURAIMIZAKARIA","domain_name":"uitm","created_at":"2023-02-23T18:16:05.116-08:00","display_name":"ZURAIMI ZAKARIA","url":"https://uitm.academia.edu/ZURAIMIZAKARIA"},"attachments":[{"id":116691211,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/116691211/thumbnails/1.jpg","file_name":"HRMARS_SUSTAINABILITY2.pdf","download_url":"https://www.academia.edu/attachments/116691211/download_file","bulk_download_file_name":"University_Students_Stages_of_Engagement.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/116691211/HRMARS_SUSTAINABILITY2-libre.pdf?1720593570=\u0026response-content-disposition=attachment%3B+filename%3DUniversity_Students_Stages_of_Engagement.pdf\u0026Expires=1740874736\u0026Signature=VRfEcrR8lUf8tC-KQ8lgfOzEkE4FoiCDIkmnH7Vk3aZMjkeJ9P7z24c26qzZxEyqaEmvnqcMiz0wvDE4-8cedi17NqVDA6G66TYmtCfskK~htJKFQmHvEbMuzWTBuH3YBozbmrzlDyZqbJQC5RjITL3haJnntdAurxDduIQtzxPqA7l4-4MjbGeo0VcfuWM17tHldjwLY3PFa-mGFqGfpC-Y9E~842Ja61fNbFvk1233TEH1tGSL3NRTXfjrYzP09RTIR8Xj3z3UGuE2GHQA-4wrrlYo9CWlO1XJH1bSkk9VqttuaKt-RqpH54TwiL6k48VxOUUCqQXLEqGHUlzuEA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="121923042"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/121923042/Rubric_Revelations_Examining_Competencies_and_Use_of_Scoring_Tools_in_Visual_Arts_Assessments"><img alt="Research paper thumbnail of Rubric Revelations: Examining Competencies and Use of Scoring Tools in Visual Arts Assessments" class="work-thumbnail" src="https://attachments.academia-assets.com/116691134/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/121923042/Rubric_Revelations_Examining_Competencies_and_Use_of_Scoring_Tools_in_Visual_Arts_Assessments">Rubric Revelations: Examining Competencies and Use of Scoring Tools in Visual Arts Assessments</a></div><div class="wp-workCard_item"><span>Asian Journal of Research in Education and Social Sciences</span><span>, 2024</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Scoring rubrics, in both analytic and holistic formats, are widely recognized as reliable tools f...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Scoring rubrics, in both analytic and holistic formats, are widely recognized as reliable tools for interpreting and defining the abstractive and subjective elements of visual arts (VA). Their properties, including a detailed evaluation framework, specific criteria, and performance levels, enable VA teachers to assess student work comprehensively, capturing the complexity and subtleties of the demonstrated learning. However, the scoring process of VA teachers remains one of the least explored aspects in studies investigating VA teachers' assessment practices. An understanding of the scoring practice offers valuable insights into the effectiveness of overall assessment practices and curriculum implementation. Addressing these gaps, this paper examines VA teachers' competencies in rubric development, the adoption of scoring tools, sources of scoring tools, as well as issues and challenges encountered in the use and development of scoring rubrics. Data was gathered quantitatively from 26 VA teachers in an educational district in Selangor. The findings reveal a moderate level of competency in rubric development, a preference for traditional sources for scoring tools, and significant challenges teachers faced in accommodating large student numbers in their scoring process. The study emphasizes the need for enhanced training and professional development to familiarize teachers with a broader range of assessment tools and to optimize the application of rubrics for more accurate and effective assessment.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="22d3833b46746f4125645c6a611f8d34" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":116691134,"asset_id":121923042,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/116691134/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="121923042"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="121923042"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 121923042; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=121923042]").text(description); $(".js-view-count[data-work-id=121923042]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 121923042; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='121923042']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="116161342"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/116161342/Teachers_Who_Reflect_Teach_Better_Reflective_Practice_at_The_Heart_of_Teachers_Professional_Development_Programs"><img alt="Research paper thumbnail of Teachers Who Reflect, Teach Better: Reflective Practice at The Heart of Teachers’ Professional Development Programs" class="work-thumbnail" src="https://attachments.academia-assets.com/112367835/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/116161342/Teachers_Who_Reflect_Teach_Better_Reflective_Practice_at_The_Heart_of_Teachers_Professional_Development_Programs">Teachers Who Reflect, Teach Better: Reflective Practice at The Heart of Teachers’ Professional Development Programs</a></div><div class="wp-workCard_item"><span>Idealogy Journal of Arts and Social Science</span><span>, Sep 28, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">While there is a significant amount of research and literature to explain the role of reflective ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">While there is a significant amount of research and literature to explain the role of reflective practice in teaching, there is little research that reported the extent of such practice on classroom instructions and its spill effects on student learning outcomes. For this reason, this paper looks at the magnitude of reflective practice in shaping classroom instructions and how it facilitates for better student performance within the context of teachers' professional development (PD) programs. Hence, the focus of the paper is twofold: examining teachers' PD programs that promoted reflective practice; and the relationship between reflective practice and student performance. The discussion on teachers' reflective practice is timely. In particular, with the growing educational research and increasing body of evidence that pointed towards PD as having a significant influence on student achievement (Achinstein &</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="613213814fe246a94c4e466b5809b9d2" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":112367835,"asset_id":116161342,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/112367835/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="116161342"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="116161342"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 116161342; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=116161342]").text(description); $(".js-view-count[data-work-id=116161342]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 116161342; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='116161342']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="115852378"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/115852378/Malaysian_Science_Teachers_Tech_infused_Instruction_and_Assessment_Strategies"><img alt="Research paper thumbnail of Malaysian Science Teachers' Tech-infused Instruction and Assessment Strategies" class="work-thumbnail" src="https://attachments.academia-assets.com/112144888/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/115852378/Malaysian_Science_Teachers_Tech_infused_Instruction_and_Assessment_Strategies">Malaysian Science Teachers' Tech-infused Instruction and Assessment Strategies</a></div><div class="wp-workCard_item"><span>Asian Journal of Research in Education and Social Sciences</span><span>, 2024</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Science education consistently displays unique traits shaped by evolving educational landscapes, ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Science education consistently displays unique traits shaped by evolving educational landscapes, as well as global trends and developments. Despite global enthusiasm for technology in education, there is a notable dearth of studies on Malaysian science teachers' skills in integrating instructional technology. Studies in this region seldom delve deeply into the use of specific Information and Communication Technology (ICT) tools and web platforms in teaching and assessment, indicating a significant gap in the literature on technology integration in Malaysian science classrooms. This paper presents a study carried out involving a survey of 36 science teachers across 16 secondary schools in a district in Kelantan, one of the eastern states in Malaysia. It aimed to achieve the following research objectives: 1) To examine science teachers' use of digital tools and technology in lesson planning and the development of educational materials; 2) To investigate science teachers' incorporation of technology into their science instruction; and 3) To determine how technology is integrated into the science assessment and reporting process. The findings reveal a high level of digital resourcefulness among teachers, contrasting with prior studies that indicated minimal technological integration in Malaysian classrooms. Teachers predominantly relied on web resources like YouTube and online textbooks for lesson planning, while Microsoft PowerPoint and Google Slides were frequently used in instruction. Google Classroom and Quizizz were identified as the most common platforms in science assessments. The findings highlight a significant shift in technology usage, advocating for continued professional development, collaborative networks, and policy reforms to further integrate technology into science education. It also suggests that future studies should focus on more specific aspects of technology use, aiming to enhance its impact on teaching methodologies and curriculum alignment, thus making a significant contribution to the discourse on instructional technology in Malaysian science education.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="0eb2198871c008c30b142c6e326b23a8" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":112144888,"asset_id":115852378,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/112144888/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="115852378"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="115852378"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 115852378; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=115852378]").text(description); $(".js-view-count[data-work-id=115852378]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 115852378; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='115852378']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="110584281"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/110584281/Instructional_Approaches_and_Assessment_Strategies_Utilized_by_the_Gallery_Educators_of_the_National_Gallery_of_Victoria_NGV_"><img alt="Research paper thumbnail of Instructional Approaches and Assessment Strategies Utilized by the Gallery Educators of the National Gallery of Victoria (NGV)" class="work-thumbnail" src="https://attachments.academia-assets.com/108356732/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/110584281/Instructional_Approaches_and_Assessment_Strategies_Utilized_by_the_Gallery_Educators_of_the_National_Gallery_of_Victoria_NGV_">Instructional Approaches and Assessment Strategies Utilized by the Gallery Educators of the National Gallery of Victoria (NGV)</a></div><div class="wp-workCard_item"><span>Journal of Economic & Management Perspectives</span><span>, 2018</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The discussion in this paper details the instructional approaches and assessment strategies emplo...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The discussion in this paper details the instructional approaches and assessment strategies employed by three gallery educators in carrying out the education programs at the National Gallery of Victoria (NGV) Melbourne Australia. The NGV, through its School Unit, offers curriculum-linked standardized and negotiated programs for the school audience and the gallery educators are responsible for tasks related to program development, delivery, and evaluation. The methodology used for data collection involves semi-structured interviews and teaching observation checklist. The lack of familiarity with the audience is the educators' greatest challenge in delivering education programs. Information about students' socioeconomic background, ability level, learning styles, and interest is crucial in ensuring that the lessons are prepared at a level appropriate to the level of student ability and interest. The knowledge of the pedagogical theories, approaches, and strategies employed by museum educators are crucial in the enhancement of meaningful school excursion activities. Rather than allowing student visitors to explore objects in museums and galleries passively, teachers could promote meaningful learning through the organization of curriculum-linked lessons that enhances learning experience through object-focused activities. Hence, the discussion in these articles provides a reference for teachers in how to establish a relationship between the targeted content, appropriate pedagogical approaches and the achievement of learning outcomes. JEL Classification: I20.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="64b6820337acb4e23fba2aaa7510cd45" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":108356732,"asset_id":110584281,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/108356732/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="110584281"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="110584281"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 110584281; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="109378384"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/109378384/Obstacles_to_Effective_Data_based_Interventions_A_Systematic_Review_of_Teachers_Data_Literacy"><img alt="Research paper thumbnail of Obstacles to Effective Data-based Interventions: A Systematic Review of Teachers' Data Literacy" class="work-thumbnail" src="https://attachments.academia-assets.com/107521899/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/109378384/Obstacles_to_Effective_Data_based_Interventions_A_Systematic_Review_of_Teachers_Data_Literacy">Obstacles to Effective Data-based Interventions: A Systematic Review of Teachers' Data Literacy</a></div><div class="wp-workCard_item"><span>International Journal of Academic Research in Progressive Education and Development</span><span>, 2023</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Numerous studies have explored the implementation of data-based classroom interventions, yielding...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Numerous studies have explored the implementation of data-based classroom interventions, yielding varied outcomes. While a significant body of literature highlights the positive impacts of data use and data literacy in educational settings, it is essential to examine the obstacles that impede the effectiveness of such interventions. Therefore, the objective of this systematic review is to elucidate the obstacles encountered by teachers in the process of effective data use. 15 obstacles were derived from the systematic review of ten articles that focused on data literacy, data-based interventions and data-driven decision making in education. These obstacles encompass a wide range of challenges including deficit thinking, reliance on intuition and personal judgements, dependence on a single data source, and operating within high pressure data use environment. Understanding these obstacles holds paramount importance for informing the development of professional development initiatives, educational policies and targeted programs aimed at enhancing data use and promoting data literacy.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="10e5a408f30628111a6d48f34c9bfb94" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":107521899,"asset_id":109378384,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/107521899/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="109378384"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="109378384"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 109378384; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="109378152"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/109378152/Data_Literacy_Competencies_for_Informed_Classroom_Assessment_Practice_Challenges_and_Measures"><img alt="Research paper thumbnail of Data Literacy Competencies for Informed Classroom Assessment Practice: Challenges and Measures" class="work-thumbnail" src="https://attachments.academia-assets.com/107521741/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/109378152/Data_Literacy_Competencies_for_Informed_Classroom_Assessment_Practice_Challenges_and_Measures">Data Literacy Competencies for Informed Classroom Assessment Practice: Challenges and Measures</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://uitm.academia.edu/ZURAIMIZAKARIA">ZURAIMI ZAKARIA</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/AdibahAbdulLatif">Adibah Abdul Latif</a></span></div><div class="wp-workCard_item"><span>International Journal of Academic Research in Progressive Education and Development</span><span>, 2023</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This paper is firmly rooted in the perspective that data literacy is an indispensable competency....</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This paper is firmly rooted in the perspective that data literacy is an indispensable competency. Its adoption leads to ethical, valid, and reliable classroom assessment practices, promoting improvements in learning outcomes. While it is recognized that teacher change and the adoption of new teaching practices can be slow and challenging, robust research findings indicate that they are indeed attainable through targeted, systematic, and concerted efforts. Therefore, the primary aim of this paper is to propose specific measures and intervention strategies to cultivate data literacy skills and foster meaningful data engagements. These proposals are rooted in empirical research findings related to data literacy, assessment literacy, data-driven decision-making (DDDM), and classroom assessments. The paper also delves into the ensuing recommendations and their implications for the educational landscape.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="0efd187f40276974587893d24c5e189d" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":107521741,"asset_id":109378152,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/107521741/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="109378152"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="109378152"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 109378152; 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Prof. Madya Dr. Normah Abdullah Dekan, Fakulti Pendidikan, UiTM Kampus Seksyen 17, 40200 Shah...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">... Prof. Madya Dr. Normah Abdullah Dekan, Fakulti Pendidikan, UiTM Kampus Seksyen 17, 40200 Shah Alam, ... 4. Our four very committed research assistants : Nora Liza Abdul Kadir, Muhd. Syahir Abdul Rani, Firdaus Putra Ariffin and Muammar Fhais Abu Samah. ...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="93674553"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="93674553"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 93674553; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=93674553]").text(description); $(".js-view-count[data-work-id=93674553]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 93674553; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='93674553']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=93674553]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":93674553,"title":"Poems as historical documents: incorporating object-based learning and event-based learning approaches in museum setting as inspiration for novice poets in poem construction","internal_url":"https://www.academia.edu/93674553/Poems_as_historical_documents_incorporating_object_based_learning_and_event_based_learning_approaches_in_museum_setting_as_inspiration_for_novice_poets_in_poem_construction","owner_id":68307701,"coauthors_can_edit":true,"owner":{"id":68307701,"first_name":"Fatin","middle_initials":null,"last_name":"Radzi","page_name":"FatinRadzi3","domain_name":"independent","created_at":"2017-09-15T12:03:57.615-07:00","display_name":"Fatin Radzi","url":"https://independent.academia.edu/FatinRadzi3"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="107771804"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/107771804/Assessment_Strategies_in_Empowering_Self_Regulated_Learning_in_Higher_Education"><img alt="Research paper thumbnail of Assessment Strategies in Empowering Self-Regulated Learning in Higher Education" class="work-thumbnail" src="https://attachments.academia-assets.com/108232627/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/107771804/Assessment_Strategies_in_Empowering_Self_Regulated_Learning_in_Higher_Education">Assessment Strategies in Empowering Self-Regulated Learning in Higher Education</a></div><div class="wp-workCard_item"><span>IGI Global eBooks</span><span>, Jan 27, 2023</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Self-regulated learning (SRL) is essential to higher education. An increasing body of knowledge h...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Self-regulated learning (SRL) is essential to higher education. An increasing body of knowledge has attested to the significance of assessment activities in promoting SRL strategies. However, the influence of assessment practices on SRL in higher education is considered a neglected research area. Aimed to fill this gap, this paper presents a systematic review of six peer-reviewed articles focusing on the effective employment of assessment strategies to promote SRL. Five key features of the compelling interplay <br />between assessment activities and SRL strategies were noted in the review: feedback-driven, discussion focused, specific assessment designs that provide continuous SRL opportunities, and learning contexts that influence motivation and purpose, with educators’ assessment competency as a pre-requisite for successful implementation.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="d6aaea790660f757b3cd00824892374c" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":108232627,"asset_id":107771804,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/108232627/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="107771804"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="107771804"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 107771804; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="107508475"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/107508475/Teacher_Educators_as_Belief_Navigators_Shaping_Pre_service_Teachers_Pedagogical_Beliefs"><img alt="Research paper thumbnail of Teacher Educators as Belief Navigators: Shaping Pre-service Teachers' Pedagogical Beliefs" class="work-thumbnail" src="https://attachments.academia-assets.com/106156397/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/107508475/Teacher_Educators_as_Belief_Navigators_Shaping_Pre_service_Teachers_Pedagogical_Beliefs">Teacher Educators as Belief Navigators: Shaping Pre-service Teachers' Pedagogical Beliefs</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://uitm.academia.edu/ZURAIMIZAKARIA">ZURAIMI ZAKARIA</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/NorTutiainiAbWahid">Nor Tutiaini Ab. Wahid</a></span></div><div class="wp-workCard_item"><span>International Journal of Education Psychology and Counselling</span><span>, 2023</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This work is licensed under CC BY 4.0 This article is grounded in the perspective that pre-servic...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This work is licensed under CC BY 4.0 This article is grounded in the perspective that pre-service teachers' pedagogical beliefs significantly impact their future classroom practice. It is argued that pre-service teachers have already formed a set of pedagogical beliefs by the time they enrol in teacher education programs. These beliefs are reported to be incongruent with the goals these programs strive to achieve. There is evidence that these pre-existing pedagogical beliefs often remain intact throughout the programs, and in some cases, are even reinforced by them. This is mainly because little effort is made by teacher educators to address or change these beliefs. Studies that investigated teacher change have also explored pedagogical beliefs, as changes in beliefs are a determining factor for changes in practice. The article proposes both general and specific measures that could be undertaken by teacher educators in the design of intervention strategies and programs aimed at changing the pedagogical conceptions and beliefs that pre-service teachers hold. Additionally, the article also addresses the origins and characteristics of these beliefs and their influence on classroom practice and teaching effectiveness.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="e73937ba6c069554cbcb76f230a31878" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":106156397,"asset_id":107508475,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/106156397/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="107508475"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="107508475"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 107508475; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="99488103"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/99488103/Kajian_Kes_Impak_Pengajaran_di_Muzium_ke_atas_Tahap_Kesediaan_Guru_Pelatih_Pendidikan_Seni_Rupa"><img alt="Research paper thumbnail of Kajian Kes Impak Pengajaran di Muzium ke atas Tahap Kesediaan Guru Pelatih Pendidikan Seni Rupa" class="work-thumbnail" src="https://attachments.academia-assets.com/108293141/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/99488103/Kajian_Kes_Impak_Pengajaran_di_Muzium_ke_atas_Tahap_Kesediaan_Guru_Pelatih_Pendidikan_Seni_Rupa">Kajian Kes Impak Pengajaran di Muzium ke atas Tahap Kesediaan Guru Pelatih Pendidikan Seni Rupa</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://uitm.academia.edu/ZURAIMIZAKARIA">ZURAIMI ZAKARIA</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/BandiSobandi">Bandi Sobandi</a></span></div><div class="wp-workCard_item"><span>Seminar Nasional Seni dan Desain 2020</span><span>, Nov 21, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Program pertukaran pelajar antarabangsa atau dikenali juga sebagai program mobiliti antarabangsa ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Program pertukaran pelajar antarabangsa atau dikenali juga sebagai program mobiliti antarabangsa memberi peluang kepada pelajar dari seluruh dunia untuk meneroka kepelbagaian ilmu, meluaskan interaksi sosial dan meningkatkan kemahiran komunikasi. Pendedahan pembelajaran di luar negara menjadi lebih bermakna apabila pengalaman ini menjadi titik tolak kepada perubahan diri seterusnya dimanfaatkan sekembalinya ke negara asal setelah selesai program. Kertas kerja ini bertujuan untuk membincangkan pengalaman pelajar program mobiliti antarabangsa yang juga merupakan guru pelatih Pendidikan Seni Rupa dari Fakultas Pendidikan Seni dan Desain, Universitas Pendidikan Indonesia (UPI), yang telah mengikuti program pertukaran pelajar di Fakulti Pendidikan, Universiti Teknologi MARA (UiTM). Perbincangan memfokuskan kepada dapatan pengalaman menjalani aktiviti dalam muzium seperti pengajaran mikro (microteaching) serta sesi pengendalian objek dan artifak dan impak ke atas tahap kesediaan mereka sebagai guru pelatih pendidikan seni. Reka bentuk kajian kes digunakan dengan temubual separa struktur digunakan sebagai instrumen kutipan data. Hasil kajian menunjukkan bahawa terdapat perubahan signifikan di kalangan pelajar program mobiliti ini keatas kesediaan sebagai guru. Adalah diharap kertas kerja ini dapat memberikan gambaran manfaat dan kelebihan yang diperolehi oleh pelajar-pelajar yang menyertai program pertukaran seumpama ini supaya dijadikan panduan dan penambahbaikan bagi program mobiliti antarabangsa bertepatan dengan kehendak Merdeka Belajar Kampus Merdeka (BMKM).</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="f15812f1728c2538b604b58a8a15f78f" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":108293141,"asset_id":99488103,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/108293141/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="99488103"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="99488103"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 99488103; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="99488102"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/99488102/From_Intuition_to_Evidence_The_Use_of_Evidence_based_Practice_Theory_Application_and_Challenges"><img alt="Research paper thumbnail of From Intuition to Evidence. The Use of Evidence-based Practice: Theory, Application and Challenges" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/99488102/From_Intuition_to_Evidence_The_Use_of_Evidence_based_Practice_Theory_Application_and_Challenges">From Intuition to Evidence. The Use of Evidence-based Practice: Theory, Application and Challenges</a></div><div class="wp-workCard_item"><span>Malaysian Education Dean's Council Journal</span><span>, 2011</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="99488102"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="99488102"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 99488102; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=99488102]").text(description); $(".js-view-count[data-work-id=99488102]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 99488102; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='99488102']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=99488102]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":99488102,"title":"From Intuition to Evidence. The Use of Evidence-based Practice: Theory, Application and Challenges","internal_url":"https://www.academia.edu/99488102/From_Intuition_to_Evidence_The_Use_of_Evidence_based_Practice_Theory_Application_and_Challenges","owner_id":258851384,"coauthors_can_edit":true,"owner":{"id":258851384,"first_name":"ZURAIMI","middle_initials":null,"last_name":"ZAKARIA","page_name":"ZURAIMIZAKARIA","domain_name":"uitm","created_at":"2023-02-23T18:16:05.116-08:00","display_name":"ZURAIMI ZAKARIA","url":"https://uitm.academia.edu/ZURAIMIZAKARIA"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="17200132" id="papers"><div class="js-work-strip profile--work_container" data-work-id="124594521"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/124594521/Teacher_Educators_as_Belief_Navigators_Shaping_Pre_Service_Teachers_Pedagogical_Beliefs"><img alt="Research paper thumbnail of Teacher Educators as Belief Navigators: Shaping Pre-Service Teachers’ Pedagogical Beliefs" class="work-thumbnail" src="https://attachments.academia-assets.com/118791400/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/124594521/Teacher_Educators_as_Belief_Navigators_Shaping_Pre_Service_Teachers_Pedagogical_Beliefs">Teacher Educators as Belief Navigators: Shaping Pre-Service Teachers’ Pedagogical Beliefs</a></div><div class="wp-workCard_item"><span>International Journal of Education, Psychology and Counseling</span><span>, Sep 26, 2023</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This work is licensed under CC BY 4.0 This article is grounded in the perspective that pre-servic...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This work is licensed under CC BY 4.0 This article is grounded in the perspective that pre-service teachers' pedagogical beliefs significantly impact their future classroom practice. It is argued that pre-service teachers have already formed a set of pedagogical beliefs by the time they enrol in teacher education programs. These beliefs are reported to be incongruent with the goals these programs strive to achieve. There is evidence that these pre-existing pedagogical beliefs often remain intact throughout the programs, and in some cases, are even reinforced by them. This is mainly because little effort is made by teacher educators to address or change these beliefs. Studies that investigated teacher change have also explored pedagogical beliefs, as changes in beliefs are a determining factor for changes in practice. The article proposes both general and specific measures that could be undertaken by teacher educators in the design of intervention strategies and programs aimed at changing the pedagogical conceptions and beliefs that pre-service teachers hold. Additionally, the article also addresses the origins and characteristics of these beliefs and their influence on classroom practice and teaching effectiveness.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="3bcd3fa54e44a30b2d6abfacf1e73a2d" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":118791400,"asset_id":124594521,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/118791400/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="124594521"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="124594521"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 124594521; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="121929044"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/121929044/Assessment_driven_Module_Development_Framework_for_Business_Training_involving_Small_Scale_Malaysian_Entrepreneurs"><img alt="Research paper thumbnail of Assessment-driven Module Development Framework for Business Training involving Small Scale Malaysian Entrepreneurs" class="work-thumbnail" src="https://attachments.academia-assets.com/116695770/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/121929044/Assessment_driven_Module_Development_Framework_for_Business_Training_involving_Small_Scale_Malaysian_Entrepreneurs">Assessment-driven Module Development Framework for Business Training involving Small Scale Malaysian Entrepreneurs</a></div><div class="wp-workCard_item"><span>International Journal of Business and Technology Management</span><span>, 2024</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This paper presents the Quality Assured Module Maker (QAMM) framework, a strategic conceptual too...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This paper presents the Quality Assured Module Maker (QAMM) framework, a strategic conceptual tool crafted for the development of high-quality training modules and continuous program evaluation of the Financial Literacy Program (FLP). Providing business training to 3,000 small-scale Malaysian entrepreneurs under the B40 socioeconomic category, FLP operates under the auspices of the Income Enhancement Initiative (Inisiatif Pendapatan Rakyat or IPR), led by the Ministry of Economy. The program offers financial incentives to aid small-scale entrepreneurs in starting and enhancing their business operations. The FLP strategically aims to strengthen financial literacy, managerial skills, and future financial capacity of its participants, thereby contributing to the sustainability of their businesses. The large scale and participant base of the program necessitate the importance of high-quality modules for successful training outcomes. The QAMM framework is central to the development of 45 comprehensive modules across five thematic areas within FLP. Unique in its approach, the framework integrates educational assessment theories and methodologies, serving as a pivotal instrument for ensuring uniform and consistent training delivery. It employs constructive alignment to align training delivery with skill acquisition goals, thereby fulfilling intended objectives and ensuring high content validity. This paper articulates the theoretical foundations, components, elements, and practical applications of the QAMM framework. Significantly, the QAMM framework is utilized not only in module development but also in module evaluation, which is conducted concurrently with the module development. This ongoing evaluation provides continuous data for module improvement, exemplifying a dynamic approach to evaluation approach in entrepreneurial training. The paper delves into the innovative use of educational assessment methodologies in module development framework, addressing a significant research gap in the effectiveness of business training for small-scale entrepreneurs in developing countries.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="6e23f1682625f7a3b80a8e3c99ef92cf" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":116695770,"asset_id":121929044,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/116695770/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="121929044"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="121929044"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 121929044; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="121928972"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/121928972/The_Integration_of_Higher_Order_Thinking_Skills_in_Science_Classrooms_Malaysian_Teachers_Perspectives_and_Practice"><img alt="Research paper thumbnail of The Integration of Higher Order Thinking Skills in Science Classrooms: Malaysian Teachers' Perspectives and Practice" class="work-thumbnail" src="https://attachments.academia-assets.com/116695693/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/121928972/The_Integration_of_Higher_Order_Thinking_Skills_in_Science_Classrooms_Malaysian_Teachers_Perspectives_and_Practice">The Integration of Higher Order Thinking Skills in Science Classrooms: Malaysian Teachers' Perspectives and Practice</a></div><div class="wp-workCard_item"><span>International Journal of Academic Research in Progressive Education and Development</span><span>, 2024</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This study explores secondary school Malaysian teachers' conceptions of Bloom's Taxonomy of the c...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This study explores secondary school Malaysian teachers' conceptions of Bloom's Taxonomy of the cognitive domain and their integration of Higher Order Thinking Skills (HOTS) in science instruction and assessment. Employing a qualitative research design, the study involved semistructured interviews with four science teachers from two secondary schools to investigate (1) teachers' understanding and perceptions of Bloom's Taxonomy, and (2) their strategies for incorporating HOTS in their instructional and assessment practices. The findings unveiled the teachers' optimistic views on Bloom's Taxonomy and its perceived positive impact on student learning. However, their integration of the taxonomy into instruction was limited, with the inclusion of Lower Order Thinking Skills (LOTS) and HOTS tasks and activities contingent on the academic abilities of the student groups. Notably, some teachers harbor a misconception that only high-ability students can engage in HOTS, leading to an emphasis on LOTS activities in classrooms with lower-ability students. Additionally, teachers were found to utilize different sets of pedagogical approaches and strategies when dealing with lowability and high-ability groups of learners. The study concludes that there is a critical need for targeted professional development to correct misconceptions and enhance teacher capabilities in effectively integrating HOTS. Future research should examine the influence of teacher beliefs on instructional practices more comprehensively, incorporating classroom observations and document analysis to provide a more holistic understanding of how cognitive domain theories are integrated into practical teaching methodologies.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="db6172477d85ad186408aa618790f787" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":116695693,"asset_id":121928972,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/116695693/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="121928972"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="121928972"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 121928972; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=121928972]").text(description); $(".js-view-count[data-work-id=121928972]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 121928972; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='121928972']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="121928863"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/121928863/Examining_Laboratory_Assessment_Science_Teachers_Strategies_and_Tools_in_Focus"><img alt="Research paper thumbnail of Examining Laboratory Assessment: Science Teachers' Strategies and Tools in Focus" class="work-thumbnail" src="https://attachments.academia-assets.com/116695606/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/121928863/Examining_Laboratory_Assessment_Science_Teachers_Strategies_and_Tools_in_Focus">Examining Laboratory Assessment: Science Teachers' Strategies and Tools in Focus</a></div><div class="wp-workCard_item"><span>International Journal of Advanced Research in Education and Society</span><span>, 2024</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Laboratory assessments in science education involves authentic and complex tasks that align with ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Laboratory assessments in science education involves authentic and complex tasks that align with the goals of contemporary educational objectives. However, there is a notable dearth of studies specifically addressing teachers' practices in laboratory-oriented assessment, particularly in comparison to the extensive research conducted on other facets of the science curriculum. Consequently, this paper presents a study that examines the laboratory-focused assessment methods of science teachers, focusing on the adoption of formal assessment tasks, informal assessment strategies, and scoring tools for evaluating laboratory-related knowledge and skills. Utilizing a quantitative design, 114 secondary school teachers from three urban educational districts in Selangor, a state in Malaysia, participated in a survey. The findings revealed that science teachers predominantly embraced teacher-centric assessment approaches, rather than methods that promoted student engagement and peer learning. Furthermore, the findings highlighted a significant reliance on traditional, cognitivelyoriented assessment tasks and the integration of real-time informal assessment strategies that provided immediate feedback for corrective actions. In contrast, time-intensive and cumulative assessment formats were less frequently adopted. The frequent use of checklists and rubrics indicated a structured approach to scoring. These findings emphasized the need for a more diverse and holistic assessment approach, one that extends beyond traditional methods to incorporate strategies that enhance critical thinking, practical skills, and student engagement. The implications of these findings are profound, affecting professional development and training as well as the provision of adequate resources and support, which are crucial for advancing the quality of science education.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="e3f28049fcf91015ea99e3228134539a" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":116695606,"asset_id":121928863,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/116695606/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="121928863"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="121928863"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 121928863; 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dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "e3f28049fcf91015ea99e3228134539a" } } $('.js-work-strip[data-work-id=121928863]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":121928863,"title":"Examining Laboratory Assessment: Science Teachers' Strategies and Tools in Focus","internal_url":"https://www.academia.edu/121928863/Examining_Laboratory_Assessment_Science_Teachers_Strategies_and_Tools_in_Focus","owner_id":258851384,"coauthors_can_edit":true,"owner":{"id":258851384,"first_name":"ZURAIMI","middle_initials":null,"last_name":"ZAKARIA","page_name":"ZURAIMIZAKARIA","domain_name":"uitm","created_at":"2023-02-23T18:16:05.116-08:00","display_name":"ZURAIMI ZAKARIA","url":"https://uitm.academia.edu/ZURAIMIZAKARIA"},"attachments":[{"id":116695606,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/116695606/thumbnails/1.jpg","file_name":"IJARES_LAB_ASSESSMENT.pdf","download_url":"https://www.academia.edu/attachments/116695606/download_file","bulk_download_file_name":"Examining_Laboratory_Assessment_Science.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/116695606/IJARES_LAB_ASSESSMENT-libre.pdf?1720606217=\u0026response-content-disposition=attachment%3B+filename%3DExamining_Laboratory_Assessment_Science.pdf\u0026Expires=1740874736\u0026Signature=EMq21asNbUJGFxAmtrVrxouPVPfSRO8TDPhVVlGKpY6Ahk4iOMYyVJ~c-UfWJXNNuPOG3OLJDcraiFjL~sT7dlmsN--uE4Yykqhh6fHny9nB4GaPiOQU0hzoy8JN4iri4bMxDsw979jdFSIK5Y0EbjYDvjYuf1qYU8jZO~p0gyi38K7eD1g-cJkuVEXnCG5BOsTXmxSjiEZVdmtgLX5ZvO9rprhMHha~b6aM57~VY17owpnERiyftOqwy7nlKApsgMelCJS4LKZxfbeULcRy7e3QzlLUjkuPx8WShCODLkCpvn7LA1PVopgn9nWH-S30BwOrX84uLV6zMNLNeJRvvg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="121928756"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/121928756/Integrated_Assessment_in_Enhancing_Tertiary_Learning_Experience"><img alt="Research paper thumbnail of Integrated Assessment in Enhancing Tertiary Learning Experience" class="work-thumbnail" src="https://attachments.academia-assets.com/116695515/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/121928756/Integrated_Assessment_in_Enhancing_Tertiary_Learning_Experience">Integrated Assessment in Enhancing Tertiary Learning Experience</a></div><div class="wp-workCard_item"><span>APS Proceedings, Volume 12</span><span>, 2024</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The proposed innovation seeks to streamline instructional delivery and assessment activities with...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The proposed innovation seeks to streamline instructional delivery and assessment activities within higher education programs by reducing the number of assessments. Known as integrated assessment this approach<br />facilitates the integration of content from various courses, preventing learning silos, fostering interconnectedness in content delivery and assessment, and improving management and resource efficiency. Currently implemented in the Curriculum and Instruction (EDU555) and Assessment Literacy and Performance Competencies (EDU485) courses across seven teacher training programs at the Faculty of Education, Universiti Teknologi MARA (UiTM), the integrated assessment model adopts one of the assessments from EDU555 as a requirement<br />for EDU485's assessment, thereby avoiding additional workload for students. This integrated assessment requires students to showcase a multidisciplinary comprehension of content from both courses, thereby augmenting their ability to discern the interconnectedness of curriculum, instructional delivery, and assessments. The innovation aims to foster interdisciplinary learning and transfer, reduce learning redundancy, promote meaningful learning, advocate for holistic evaluation, optimize management and resource efficiency, and streamline course<br />administration in higher education. Aligned with the Malaysia Qualifications Framework (MQF), the novelty lies in its transformative capacity to revolutionize the traditional approach to course delivery and assessment, introducing a paradigm shift by consolidating and streamlining assessment practices across various courses and<br />disciplines.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="84a804a1fd94b0ff38bf3e370e414df5" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":116695515,"asset_id":121928756,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/116695515/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="121928756"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="121928756"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 121928756; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=121928756]").text(description); $(".js-view-count[data-work-id=121928756]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 121928756; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='121928756']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="121928631"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/121928631/Assessment_Under_Duress_Challenges_to_Physical_Education_Assessments_and_the_Emergence_of_Compromised_Norms"><img alt="Research paper thumbnail of Assessment Under Duress: Challenges to Physical Education Assessments and the Emergence of Compromised Norms" class="work-thumbnail" src="https://attachments.academia-assets.com/116695400/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/121928631/Assessment_Under_Duress_Challenges_to_Physical_Education_Assessments_and_the_Emergence_of_Compromised_Norms">Assessment Under Duress: Challenges to Physical Education Assessments and the Emergence of Compromised Norms</a></div><div class="wp-workCard_item"><span>International Journal of Academic Research in Progressive Education and Development</span><span>, 2024</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This study investigated the challenges faced by Physical and Health Education teachers in impleme...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This study investigated the challenges faced by Physical and Health Education teachers in implementing Classroom-based Assessment (CBA) practices, addressing a research gap in localized and practical constraints in slightly underrepresented regions of Malaysia. It sought to answer two research questions: what issues obstructed effective PE assessments, and how did these persistent challenges shape teachers' assessment norms and practices? Utilizing an explanatory qualitative research design, the study involved in-depth interviews with four teachers from Sabah and Sarawak. The thematic analysis revealed five main challenges: the complexity of CBA requirements, inherent complexities of PE assessments, lack of standardized assessment approaches, resource constraints, and administrative issues. Key findings indicated that these challenges led to compromised assessment practices, such as grade inflation and score averaging. The study highlighted the need for comprehensive professional development programs to enhance teachers' assessment knowledge and skills, fostering collaboration and consistent assessment practices. Recommendations included peer teaching, mentoring programs, and better resource allocation to improve PE assessments' effectiveness and alignment with educational objectives.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="d9aab2e25b4cef82e19d3c2b018391dd" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":116695400,"asset_id":121928631,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/116695400/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="121928631"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="121928631"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 121928631; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=121928631]").text(description); $(".js-view-count[data-work-id=121928631]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 121928631; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='121928631']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="121927146"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/121927146/Assessment_in_Action_Investigating_the_Practices_of_Malaysian_Physical_and_Health_Education_Teachers"><img alt="Research paper thumbnail of Assessment in Action: Investigating the Practices of Malaysian Physical and Health Education Teachers" class="work-thumbnail" src="https://attachments.academia-assets.com/116694219/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/121927146/Assessment_in_Action_Investigating_the_Practices_of_Malaysian_Physical_and_Health_Education_Teachers">Assessment in Action: Investigating the Practices of Malaysian Physical and Health Education Teachers</a></div><div class="wp-workCard_item"><span>International Journal of Academic Research in Progressive Education and Development</span><span>, 2024</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Within the landscape of the physical and health education (PHE) curriculum in Malaysia, where ins...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Within the landscape of the physical and health education (PHE) curriculum in Malaysia, where instructional and assessment activities are framed by a school-based assessment framework, valid and reliable assessment practice is critical. However, there is a distinct lack of studies exploring Malaysian PHE teachers' assessment competencies and practice, resulting in considerable gaps in understanding how assessments are utilized to bolster the instructional process and the overall efficacy of the PHE curriculum implementation. Addressing these gaps, this study delves into teachers' assessment practices, encompassing traditional and alternative assessment methodologies, evidence-based instructional strategies, and the utilization of scoring tools. Employing a quantitative approach, a survey was administered to 63 PHE secondary school teachers across five urban districts of a state in Malaysia. Findings indicate a discrepancy between curriculum expectations and teachers' actual engagement with assessment practices, highlighting a lack of integration of assessment information to inform instructional strategies. Additionally, a clear preference for rubrics over other scoring methods was observed. Moreover, the study highlights missed opportunities in promoting critical thinking skills and utilizing informal assessment data to enhance ongoing instruction. These findings emphasize the need for comprehensive professional development and robust support systems to bolster effective assessment practices in Malaysian schools.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="9cc57946dbb5633da5291651073c321f" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":116694219,"asset_id":121927146,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/116694219/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="121927146"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="121927146"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 121927146; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=121927146]").text(description); $(".js-view-count[data-work-id=121927146]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 121927146; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='121927146']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "9cc57946dbb5633da5291651073c321f" } } $('.js-work-strip[data-work-id=121927146]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":121927146,"title":"Assessment in Action: Investigating the Practices of Malaysian Physical and Health Education Teachers","internal_url":"https://www.academia.edu/121927146/Assessment_in_Action_Investigating_the_Practices_of_Malaysian_Physical_and_Health_Education_Teachers","owner_id":258851384,"coauthors_can_edit":true,"owner":{"id":258851384,"first_name":"ZURAIMI","middle_initials":null,"last_name":"ZAKARIA","page_name":"ZURAIMIZAKARIA","domain_name":"uitm","created_at":"2023-02-23T18:16:05.116-08:00","display_name":"ZURAIMI ZAKARIA","url":"https://uitm.academia.edu/ZURAIMIZAKARIA"},"attachments":[{"id":116694219,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/116694219/thumbnails/1.jpg","file_name":"HRMARS_PHE_LITERACY.pdf","download_url":"https://www.academia.edu/attachments/116694219/download_file","bulk_download_file_name":"Assessment_in_Action_Investigating_the_P.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/116694219/HRMARS_PHE_LITERACY-libre.pdf?1720601128=\u0026response-content-disposition=attachment%3B+filename%3DAssessment_in_Action_Investigating_the_P.pdf\u0026Expires=1740874736\u0026Signature=NOtofuJHvQLhvBsH1yMectFlUnvuWvuFPdOtD5aM9OElek5e9LDPW6OrU5F~CQsvr~ZtBVyMVLETRQZhxzhwBVHYcmKoGJO8yvdYF6iy~plv5rpIxek8uvHpK2XiDUh00ioR-6aJb-OYoChGgHDJqBj7rkhDzR421a8ukaPjtqi7l~JQsExVL5WT~JIt7syAKvwD6-KdsGZolp7kRg~pU1rNijQY5W6rZqGKqc4iHQdlB8Z1QZWsBn2sFjQvzYpi2KJLMXHkTFERKB2b2nGWFnq1TRoAdzMaE~BGPwcS5ILOx8n~H6CRI9qNu6qBdknYUptP83KUd3fcIVdV7lPesQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="121923228"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/121923228/Minds_and_Megawatts_University_Students_Engagement_with_Energy_Efficiency_and_Sustainability_Practices"><img alt="Research paper thumbnail of Minds and Megawatts: University Students' Engagement with Energy Efficiency and Sustainability Practices" class="work-thumbnail" src="https://attachments.academia-assets.com/116691284/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/121923228/Minds_and_Megawatts_University_Students_Engagement_with_Energy_Efficiency_and_Sustainability_Practices">Minds and Megawatts: University Students' Engagement with Energy Efficiency and Sustainability Practices</a></div><div class="wp-workCard_item"><span>International Journal of Academic Research in Business and Social Sciences</span><span>, 2024</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Universities play a significant role in fostering energy efficiency and sustainability habits amo...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Universities play a significant role in fostering energy efficiency and sustainability habits among the younger generation. As centres of knowledge and innovation, they are uniquely positioned to influence the attitudes and behaviours of future leaders. Studies measuring the effectiveness of sustainability-based educational interventions at higher-level institutions, whether they are curriculum-oriented Chen et al (2024); Zin et al (2023); Mohamed et al (2024) or campus-focused initiatives (Dagiliute et al., 2018; Jehtae et al., 2021; Ribeiro et al., (2021), have largely indicated that university undergraduates' level of sustainability knowledge is at low to moderate levels, with limited adoption of the practice. This paper presents a pilot study conducted to measure university students' knowledge, behaviours, and self-efficacy towards energy efficiency and sustainability practices. The sample involved 79 students from one of the faculties at the Universiti Teknologi MARA Puncak Alam Campus. The findings reveal that students' knowledge of energy efficiency and sustainability was at a foundational level. Although the students demonstrated safety consciousness and valued sustainability practice, they were unwilling to sacrifice convenience for energy-saving behaviours, with minimal involvement in collective sustainability efforts. Students were generally confident in their ability to integrate sustainable practices into their lives; however, their consistency might waver under time constraints and competing priorities. The findings also suggest that students recognized the importance of advocacy for energy efficiency and</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="1b8cee4e85837da2f7eddeba8a511406" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":116691284,"asset_id":121923228,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/116691284/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="121923228"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="121923228"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 121923228; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=121923228]").text(description); $(".js-view-count[data-work-id=121923228]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 121923228; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='121923228']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="121923134"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/121923134/University_Students_Stages_of_Engagement_and_Levels_of_Impact_in_Adopting_Environmentally_Sustainable_Practices"><img alt="Research paper thumbnail of University Students' Stages of Engagement and Levels of Impact in Adopting Environmentally Sustainable Practices" class="work-thumbnail" src="https://attachments.academia-assets.com/116691211/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/121923134/University_Students_Stages_of_Engagement_and_Levels_of_Impact_in_Adopting_Environmentally_Sustainable_Practices">University Students' Stages of Engagement and Levels of Impact in Adopting Environmentally Sustainable Practices</a></div><div class="wp-workCard_item"><span>International Journal of Academic Research in Progressive Education and Development</span><span>, 2024</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Scholarly investigations into university students' engagement with environmentally sustainable pr...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Scholarly investigations into university students' engagement with environmentally sustainable practices have utilized various measures, yet there remains a significant gap in evaluating the adoption of sustainable initiatives and their associated impacts at individual, community, and societal levels. Additionally, there is a lack of understanding of student progression through the stages of change in adopting energy-efficient and sustainable behaviours. These gaps hinder the development of targeted interventions that can effectively promote consistent and impactful sustainable actions. To address these gaps, this paper presents a pilot study examining the stages of engagement and levels of impact of university students' adoption of energy efficiency and sustainability practices. Utilizing the Transtheoretical Model (TTM) (1982) and Kaufman's Five Levels of Evaluation (1994), the study explores the stages of sustainability adoption and assesses impacts at the micro (self), macro (community), and mega (societal) levels. Conducted with a sample of 79 students from Universiti Teknologi MARA (UiTM) Puncak Alam Campus, this quantitative study examined respondents' engagement and levels of impact in relation to behaviours and self-efficacy. The findings reveal that students' engagement with energy conservation and sustainability practices ranges from 'engaged but not yet consistent' to 'habitual,' indicating a mix of developing and habitual sustainable behaviours. The study also highlights a gap between awareness and action, with students demonstrating strong personal commitment to safetyrelated energy-efficient behaviours (micro level) but limited engagement in broader societal initiatives (mega level). Future research should focus on expanding sample sizes, employing</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="acef86349735fa78a6d1af140739e247" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":116691211,"asset_id":121923134,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/116691211/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="121923134"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="121923134"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 121923134; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=121923134]").text(description); $(".js-view-count[data-work-id=121923134]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 121923134; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='121923134']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="121923042"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/121923042/Rubric_Revelations_Examining_Competencies_and_Use_of_Scoring_Tools_in_Visual_Arts_Assessments"><img alt="Research paper thumbnail of Rubric Revelations: Examining Competencies and Use of Scoring Tools in Visual Arts Assessments" class="work-thumbnail" src="https://attachments.academia-assets.com/116691134/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/121923042/Rubric_Revelations_Examining_Competencies_and_Use_of_Scoring_Tools_in_Visual_Arts_Assessments">Rubric Revelations: Examining Competencies and Use of Scoring Tools in Visual Arts Assessments</a></div><div class="wp-workCard_item"><span>Asian Journal of Research in Education and Social Sciences</span><span>, 2024</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Scoring rubrics, in both analytic and holistic formats, are widely recognized as reliable tools f...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Scoring rubrics, in both analytic and holistic formats, are widely recognized as reliable tools for interpreting and defining the abstractive and subjective elements of visual arts (VA). Their properties, including a detailed evaluation framework, specific criteria, and performance levels, enable VA teachers to assess student work comprehensively, capturing the complexity and subtleties of the demonstrated learning. However, the scoring process of VA teachers remains one of the least explored aspects in studies investigating VA teachers' assessment practices. An understanding of the scoring practice offers valuable insights into the effectiveness of overall assessment practices and curriculum implementation. Addressing these gaps, this paper examines VA teachers' competencies in rubric development, the adoption of scoring tools, sources of scoring tools, as well as issues and challenges encountered in the use and development of scoring rubrics. Data was gathered quantitatively from 26 VA teachers in an educational district in Selangor. The findings reveal a moderate level of competency in rubric development, a preference for traditional sources for scoring tools, and significant challenges teachers faced in accommodating large student numbers in their scoring process. The study emphasizes the need for enhanced training and professional development to familiarize teachers with a broader range of assessment tools and to optimize the application of rubrics for more accurate and effective assessment.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="22d3833b46746f4125645c6a611f8d34" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":116691134,"asset_id":121923042,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/116691134/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="121923042"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="121923042"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 121923042; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=121923042]").text(description); $(".js-view-count[data-work-id=121923042]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 121923042; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='121923042']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "22d3833b46746f4125645c6a611f8d34" } } $('.js-work-strip[data-work-id=121923042]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":121923042,"title":"Rubric Revelations: Examining Competencies and Use of Scoring Tools in Visual Arts Assessments","internal_url":"https://www.academia.edu/121923042/Rubric_Revelations_Examining_Competencies_and_Use_of_Scoring_Tools_in_Visual_Arts_Assessments","owner_id":258851384,"coauthors_can_edit":true,"owner":{"id":258851384,"first_name":"ZURAIMI","middle_initials":null,"last_name":"ZAKARIA","page_name":"ZURAIMIZAKARIA","domain_name":"uitm","created_at":"2023-02-23T18:16:05.116-08:00","display_name":"ZURAIMI ZAKARIA","url":"https://uitm.academia.edu/ZURAIMIZAKARIA"},"attachments":[{"id":116691134,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/116691134/thumbnails/1.jpg","file_name":"AJRESS_RUBRIC.pdf","download_url":"https://www.academia.edu/attachments/116691134/download_file","bulk_download_file_name":"Rubric_Revelations_Examining_Competencie.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/116691134/AJRESS_RUBRIC-libre.pdf?1720593591=\u0026response-content-disposition=attachment%3B+filename%3DRubric_Revelations_Examining_Competencie.pdf\u0026Expires=1740874736\u0026Signature=NMMNSyJh0pTY5sdJxEGheTyv9XcHa-OR7WNWHb-RfayUaaMp5U3vWdnwiPsq6coXbbFyZKL2tXrF7LlJmyMc1duTu1e-TIXHZ-OYtZwwIzBZcTjQYA6atgVwpbGobEyVHBIvyiDKOKin0dXsTB-U-OASMu2L3bA9Nd1F2J80yUAo4CO9KLN9Wq4rtrEROIb7PJJ8~NLYx5q7Lo1oHrbblzAYq-6M3r0zn75jY2PS9GQJ0de77Lkf58umVRviRs76czRqlaaFHOBVuexgkNtojt67kKGpDas9RhTxkD3mfld43lUBPIsF7MrVH2XxJic980AtJpZQIXthsbv7EvJ0UQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="116161342"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/116161342/Teachers_Who_Reflect_Teach_Better_Reflective_Practice_at_The_Heart_of_Teachers_Professional_Development_Programs"><img alt="Research paper thumbnail of Teachers Who Reflect, Teach Better: Reflective Practice at The Heart of Teachers’ Professional Development Programs" class="work-thumbnail" src="https://attachments.academia-assets.com/112367835/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/116161342/Teachers_Who_Reflect_Teach_Better_Reflective_Practice_at_The_Heart_of_Teachers_Professional_Development_Programs">Teachers Who Reflect, Teach Better: Reflective Practice at The Heart of Teachers’ Professional Development Programs</a></div><div class="wp-workCard_item"><span>Idealogy Journal of Arts and Social Science</span><span>, Sep 28, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">While there is a significant amount of research and literature to explain the role of reflective ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">While there is a significant amount of research and literature to explain the role of reflective practice in teaching, there is little research that reported the extent of such practice on classroom instructions and its spill effects on student learning outcomes. For this reason, this paper looks at the magnitude of reflective practice in shaping classroom instructions and how it facilitates for better student performance within the context of teachers' professional development (PD) programs. Hence, the focus of the paper is twofold: examining teachers' PD programs that promoted reflective practice; and the relationship between reflective practice and student performance. The discussion on teachers' reflective practice is timely. In particular, with the growing educational research and increasing body of evidence that pointed towards PD as having a significant influence on student achievement (Achinstein &</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="613213814fe246a94c4e466b5809b9d2" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":112367835,"asset_id":116161342,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/112367835/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="116161342"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="116161342"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 116161342; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=116161342]").text(description); $(".js-view-count[data-work-id=116161342]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 116161342; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='116161342']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="115852378"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/115852378/Malaysian_Science_Teachers_Tech_infused_Instruction_and_Assessment_Strategies"><img alt="Research paper thumbnail of Malaysian Science Teachers' Tech-infused Instruction and Assessment Strategies" class="work-thumbnail" src="https://attachments.academia-assets.com/112144888/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/115852378/Malaysian_Science_Teachers_Tech_infused_Instruction_and_Assessment_Strategies">Malaysian Science Teachers' Tech-infused Instruction and Assessment Strategies</a></div><div class="wp-workCard_item"><span>Asian Journal of Research in Education and Social Sciences</span><span>, 2024</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Science education consistently displays unique traits shaped by evolving educational landscapes, ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Science education consistently displays unique traits shaped by evolving educational landscapes, as well as global trends and developments. Despite global enthusiasm for technology in education, there is a notable dearth of studies on Malaysian science teachers' skills in integrating instructional technology. Studies in this region seldom delve deeply into the use of specific Information and Communication Technology (ICT) tools and web platforms in teaching and assessment, indicating a significant gap in the literature on technology integration in Malaysian science classrooms. This paper presents a study carried out involving a survey of 36 science teachers across 16 secondary schools in a district in Kelantan, one of the eastern states in Malaysia. It aimed to achieve the following research objectives: 1) To examine science teachers' use of digital tools and technology in lesson planning and the development of educational materials; 2) To investigate science teachers' incorporation of technology into their science instruction; and 3) To determine how technology is integrated into the science assessment and reporting process. The findings reveal a high level of digital resourcefulness among teachers, contrasting with prior studies that indicated minimal technological integration in Malaysian classrooms. Teachers predominantly relied on web resources like YouTube and online textbooks for lesson planning, while Microsoft PowerPoint and Google Slides were frequently used in instruction. Google Classroom and Quizizz were identified as the most common platforms in science assessments. The findings highlight a significant shift in technology usage, advocating for continued professional development, collaborative networks, and policy reforms to further integrate technology into science education. It also suggests that future studies should focus on more specific aspects of technology use, aiming to enhance its impact on teaching methodologies and curriculum alignment, thus making a significant contribution to the discourse on instructional technology in Malaysian science education.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="0eb2198871c008c30b142c6e326b23a8" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":112144888,"asset_id":115852378,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/112144888/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="115852378"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="115852378"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 115852378; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=115852378]").text(description); $(".js-view-count[data-work-id=115852378]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 115852378; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='115852378']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="110584281"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/110584281/Instructional_Approaches_and_Assessment_Strategies_Utilized_by_the_Gallery_Educators_of_the_National_Gallery_of_Victoria_NGV_"><img alt="Research paper thumbnail of Instructional Approaches and Assessment Strategies Utilized by the Gallery Educators of the National Gallery of Victoria (NGV)" class="work-thumbnail" src="https://attachments.academia-assets.com/108356732/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/110584281/Instructional_Approaches_and_Assessment_Strategies_Utilized_by_the_Gallery_Educators_of_the_National_Gallery_of_Victoria_NGV_">Instructional Approaches and Assessment Strategies Utilized by the Gallery Educators of the National Gallery of Victoria (NGV)</a></div><div class="wp-workCard_item"><span>Journal of Economic & Management Perspectives</span><span>, 2018</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The discussion in this paper details the instructional approaches and assessment strategies emplo...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The discussion in this paper details the instructional approaches and assessment strategies employed by three gallery educators in carrying out the education programs at the National Gallery of Victoria (NGV) Melbourne Australia. The NGV, through its School Unit, offers curriculum-linked standardized and negotiated programs for the school audience and the gallery educators are responsible for tasks related to program development, delivery, and evaluation. The methodology used for data collection involves semi-structured interviews and teaching observation checklist. The lack of familiarity with the audience is the educators' greatest challenge in delivering education programs. Information about students' socioeconomic background, ability level, learning styles, and interest is crucial in ensuring that the lessons are prepared at a level appropriate to the level of student ability and interest. The knowledge of the pedagogical theories, approaches, and strategies employed by museum educators are crucial in the enhancement of meaningful school excursion activities. Rather than allowing student visitors to explore objects in museums and galleries passively, teachers could promote meaningful learning through the organization of curriculum-linked lessons that enhances learning experience through object-focused activities. Hence, the discussion in these articles provides a reference for teachers in how to establish a relationship between the targeted content, appropriate pedagogical approaches and the achievement of learning outcomes. JEL Classification: I20.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="64b6820337acb4e23fba2aaa7510cd45" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":108356732,"asset_id":110584281,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/108356732/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="110584281"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="110584281"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 110584281; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="109378384"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/109378384/Obstacles_to_Effective_Data_based_Interventions_A_Systematic_Review_of_Teachers_Data_Literacy"><img alt="Research paper thumbnail of Obstacles to Effective Data-based Interventions: A Systematic Review of Teachers' Data Literacy" class="work-thumbnail" src="https://attachments.academia-assets.com/107521899/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/109378384/Obstacles_to_Effective_Data_based_Interventions_A_Systematic_Review_of_Teachers_Data_Literacy">Obstacles to Effective Data-based Interventions: A Systematic Review of Teachers' Data Literacy</a></div><div class="wp-workCard_item"><span>International Journal of Academic Research in Progressive Education and Development</span><span>, 2023</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Numerous studies have explored the implementation of data-based classroom interventions, yielding...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Numerous studies have explored the implementation of data-based classroom interventions, yielding varied outcomes. While a significant body of literature highlights the positive impacts of data use and data literacy in educational settings, it is essential to examine the obstacles that impede the effectiveness of such interventions. Therefore, the objective of this systematic review is to elucidate the obstacles encountered by teachers in the process of effective data use. 15 obstacles were derived from the systematic review of ten articles that focused on data literacy, data-based interventions and data-driven decision making in education. These obstacles encompass a wide range of challenges including deficit thinking, reliance on intuition and personal judgements, dependence on a single data source, and operating within high pressure data use environment. Understanding these obstacles holds paramount importance for informing the development of professional development initiatives, educational policies and targeted programs aimed at enhancing data use and promoting data literacy.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="10e5a408f30628111a6d48f34c9bfb94" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":107521899,"asset_id":109378384,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/107521899/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="109378384"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="109378384"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 109378384; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="109378152"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/109378152/Data_Literacy_Competencies_for_Informed_Classroom_Assessment_Practice_Challenges_and_Measures"><img alt="Research paper thumbnail of Data Literacy Competencies for Informed Classroom Assessment Practice: Challenges and Measures" class="work-thumbnail" src="https://attachments.academia-assets.com/107521741/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/109378152/Data_Literacy_Competencies_for_Informed_Classroom_Assessment_Practice_Challenges_and_Measures">Data Literacy Competencies for Informed Classroom Assessment Practice: Challenges and Measures</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://uitm.academia.edu/ZURAIMIZAKARIA">ZURAIMI ZAKARIA</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/AdibahAbdulLatif">Adibah Abdul Latif</a></span></div><div class="wp-workCard_item"><span>International Journal of Academic Research in Progressive Education and Development</span><span>, 2023</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This paper is firmly rooted in the perspective that data literacy is an indispensable competency....</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This paper is firmly rooted in the perspective that data literacy is an indispensable competency. Its adoption leads to ethical, valid, and reliable classroom assessment practices, promoting improvements in learning outcomes. While it is recognized that teacher change and the adoption of new teaching practices can be slow and challenging, robust research findings indicate that they are indeed attainable through targeted, systematic, and concerted efforts. Therefore, the primary aim of this paper is to propose specific measures and intervention strategies to cultivate data literacy skills and foster meaningful data engagements. These proposals are rooted in empirical research findings related to data literacy, assessment literacy, data-driven decision-making (DDDM), and classroom assessments. The paper also delves into the ensuing recommendations and their implications for the educational landscape.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="0efd187f40276974587893d24c5e189d" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":107521741,"asset_id":109378152,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/107521741/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="109378152"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="109378152"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 109378152; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="93674553"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/93674553/Poems_as_historical_documents_incorporating_object_based_learning_and_event_based_learning_approaches_in_museum_setting_as_inspiration_for_novice_poets_in_poem_construction"><img alt="Research paper thumbnail of Poems as historical documents: incorporating object-based learning and event-based learning approaches in museum setting as inspiration for novice poets in poem construction" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/93674553/Poems_as_historical_documents_incorporating_object_based_learning_and_event_based_learning_approaches_in_museum_setting_as_inspiration_for_novice_poets_in_poem_construction">Poems as historical documents: incorporating object-based learning and event-based learning approaches in museum setting as inspiration for novice poets in poem construction</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/FatinRadzi3">Fatin Radzi</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://uitm.academia.edu/ZURAIMIZAKARIA">ZURAIMI ZAKARIA</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">... Prof. Madya Dr. Normah Abdullah Dekan, Fakulti Pendidikan, UiTM Kampus Seksyen 17, 40200 Shah...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">... Prof. Madya Dr. Normah Abdullah Dekan, Fakulti Pendidikan, UiTM Kampus Seksyen 17, 40200 Shah Alam, ... 4. Our four very committed research assistants : Nora Liza Abdul Kadir, Muhd. Syahir Abdul Rani, Firdaus Putra Ariffin and Muammar Fhais Abu Samah. ...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="93674553"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="93674553"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 93674553; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=93674553]").text(description); $(".js-view-count[data-work-id=93674553]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 93674553; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='93674553']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=93674553]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":93674553,"title":"Poems as historical documents: incorporating object-based learning and event-based learning approaches in museum setting as inspiration for novice poets in poem construction","internal_url":"https://www.academia.edu/93674553/Poems_as_historical_documents_incorporating_object_based_learning_and_event_based_learning_approaches_in_museum_setting_as_inspiration_for_novice_poets_in_poem_construction","owner_id":68307701,"coauthors_can_edit":true,"owner":{"id":68307701,"first_name":"Fatin","middle_initials":null,"last_name":"Radzi","page_name":"FatinRadzi3","domain_name":"independent","created_at":"2017-09-15T12:03:57.615-07:00","display_name":"Fatin Radzi","url":"https://independent.academia.edu/FatinRadzi3"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="107771804"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/107771804/Assessment_Strategies_in_Empowering_Self_Regulated_Learning_in_Higher_Education"><img alt="Research paper thumbnail of Assessment Strategies in Empowering Self-Regulated Learning in Higher Education" class="work-thumbnail" src="https://attachments.academia-assets.com/108232627/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/107771804/Assessment_Strategies_in_Empowering_Self_Regulated_Learning_in_Higher_Education">Assessment Strategies in Empowering Self-Regulated Learning in Higher Education</a></div><div class="wp-workCard_item"><span>IGI Global eBooks</span><span>, Jan 27, 2023</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Self-regulated learning (SRL) is essential to higher education. An increasing body of knowledge h...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Self-regulated learning (SRL) is essential to higher education. An increasing body of knowledge has attested to the significance of assessment activities in promoting SRL strategies. However, the influence of assessment practices on SRL in higher education is considered a neglected research area. Aimed to fill this gap, this paper presents a systematic review of six peer-reviewed articles focusing on the effective employment of assessment strategies to promote SRL. Five key features of the compelling interplay <br />between assessment activities and SRL strategies were noted in the review: feedback-driven, discussion focused, specific assessment designs that provide continuous SRL opportunities, and learning contexts that influence motivation and purpose, with educators’ assessment competency as a pre-requisite for successful implementation.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="d6aaea790660f757b3cd00824892374c" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":108232627,"asset_id":107771804,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/108232627/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="107771804"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="107771804"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 107771804; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="107508475"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/107508475/Teacher_Educators_as_Belief_Navigators_Shaping_Pre_service_Teachers_Pedagogical_Beliefs"><img alt="Research paper thumbnail of Teacher Educators as Belief Navigators: Shaping Pre-service Teachers' Pedagogical Beliefs" class="work-thumbnail" src="https://attachments.academia-assets.com/106156397/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/107508475/Teacher_Educators_as_Belief_Navigators_Shaping_Pre_service_Teachers_Pedagogical_Beliefs">Teacher Educators as Belief Navigators: Shaping Pre-service Teachers' Pedagogical Beliefs</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://uitm.academia.edu/ZURAIMIZAKARIA">ZURAIMI ZAKARIA</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/NorTutiainiAbWahid">Nor Tutiaini Ab. Wahid</a></span></div><div class="wp-workCard_item"><span>International Journal of Education Psychology and Counselling</span><span>, 2023</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This work is licensed under CC BY 4.0 This article is grounded in the perspective that pre-servic...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This work is licensed under CC BY 4.0 This article is grounded in the perspective that pre-service teachers' pedagogical beliefs significantly impact their future classroom practice. It is argued that pre-service teachers have already formed a set of pedagogical beliefs by the time they enrol in teacher education programs. These beliefs are reported to be incongruent with the goals these programs strive to achieve. There is evidence that these pre-existing pedagogical beliefs often remain intact throughout the programs, and in some cases, are even reinforced by them. This is mainly because little effort is made by teacher educators to address or change these beliefs. Studies that investigated teacher change have also explored pedagogical beliefs, as changes in beliefs are a determining factor for changes in practice. The article proposes both general and specific measures that could be undertaken by teacher educators in the design of intervention strategies and programs aimed at changing the pedagogical conceptions and beliefs that pre-service teachers hold. Additionally, the article also addresses the origins and characteristics of these beliefs and their influence on classroom practice and teaching effectiveness.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="e73937ba6c069554cbcb76f230a31878" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":106156397,"asset_id":107508475,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/106156397/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="107508475"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="107508475"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 107508475; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="99488103"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/99488103/Kajian_Kes_Impak_Pengajaran_di_Muzium_ke_atas_Tahap_Kesediaan_Guru_Pelatih_Pendidikan_Seni_Rupa"><img alt="Research paper thumbnail of Kajian Kes Impak Pengajaran di Muzium ke atas Tahap Kesediaan Guru Pelatih Pendidikan Seni Rupa" class="work-thumbnail" src="https://attachments.academia-assets.com/108293141/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/99488103/Kajian_Kes_Impak_Pengajaran_di_Muzium_ke_atas_Tahap_Kesediaan_Guru_Pelatih_Pendidikan_Seni_Rupa">Kajian Kes Impak Pengajaran di Muzium ke atas Tahap Kesediaan Guru Pelatih Pendidikan Seni Rupa</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://uitm.academia.edu/ZURAIMIZAKARIA">ZURAIMI ZAKARIA</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/BandiSobandi">Bandi Sobandi</a></span></div><div class="wp-workCard_item"><span>Seminar Nasional Seni dan Desain 2020</span><span>, Nov 21, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Program pertukaran pelajar antarabangsa atau dikenali juga sebagai program mobiliti antarabangsa ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Program pertukaran pelajar antarabangsa atau dikenali juga sebagai program mobiliti antarabangsa memberi peluang kepada pelajar dari seluruh dunia untuk meneroka kepelbagaian ilmu, meluaskan interaksi sosial dan meningkatkan kemahiran komunikasi. Pendedahan pembelajaran di luar negara menjadi lebih bermakna apabila pengalaman ini menjadi titik tolak kepada perubahan diri seterusnya dimanfaatkan sekembalinya ke negara asal setelah selesai program. Kertas kerja ini bertujuan untuk membincangkan pengalaman pelajar program mobiliti antarabangsa yang juga merupakan guru pelatih Pendidikan Seni Rupa dari Fakultas Pendidikan Seni dan Desain, Universitas Pendidikan Indonesia (UPI), yang telah mengikuti program pertukaran pelajar di Fakulti Pendidikan, Universiti Teknologi MARA (UiTM). Perbincangan memfokuskan kepada dapatan pengalaman menjalani aktiviti dalam muzium seperti pengajaran mikro (microteaching) serta sesi pengendalian objek dan artifak dan impak ke atas tahap kesediaan mereka sebagai guru pelatih pendidikan seni. Reka bentuk kajian kes digunakan dengan temubual separa struktur digunakan sebagai instrumen kutipan data. Hasil kajian menunjukkan bahawa terdapat perubahan signifikan di kalangan pelajar program mobiliti ini keatas kesediaan sebagai guru. Adalah diharap kertas kerja ini dapat memberikan gambaran manfaat dan kelebihan yang diperolehi oleh pelajar-pelajar yang menyertai program pertukaran seumpama ini supaya dijadikan panduan dan penambahbaikan bagi program mobiliti antarabangsa bertepatan dengan kehendak Merdeka Belajar Kampus Merdeka (BMKM).</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="f15812f1728c2538b604b58a8a15f78f" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":108293141,"asset_id":99488103,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/108293141/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="99488103"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="99488103"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 99488103; 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The Use of Evidence-based Practice: Theory, Application and Challenges" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/99488102/From_Intuition_to_Evidence_The_Use_of_Evidence_based_Practice_Theory_Application_and_Challenges">From Intuition to Evidence. 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