The Perspective of Special Education Teachers on Evidence Management in the Implementation of the Primary School Alternative Assessment (PAPR)

Abstract

The Primary School Alternative Assessment (PAPR) is a significant move by the Ministry of Education Malaysia (MOE), which intends to measure the abilities of students with special needs (SEN) in a comprehensive and impactful way. This research is about examining how special education teachers interpret the process of evidence management during the conducting of PAPR in the Padawan district, Sarawak. By means of a qualitative case study approach, the researchers interviewed semi-structured six special education teachers. They were the ones who had direct involvement in the implementation of PAPR. The researchers followed Braun & Clark's (2006) thematic analysis model in doing the data analysis. The results indicate that teachers' perceptions of evidence management, the provision of social support from school administrators and other colleagues as well as teachers' beliefs about behavioral control are some of the major factors that influence the degree to which evidence management can be implemented effectively. Besides, the availability of professional development opportunities, the availability of technology and the use of the MyALT app are some of the factors that also have a positive impact on a teacher's ability to collect and evaluate evidence. The findings of this study will be instrumental in raising the capacity of special education teachers and the gradual strengthening of inclusive and effective alternative assessment practices at the primary school level.