Assisting Institutions to Improve The Level of Becomingness of Students Through International Quality Range Assessment (IQRA)

Assisting Institutions to Improve The Level of Becomingness of Students Through International Quality Range Assessment (IQRA)

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Assisting Institutions to Improve The Level of Becomingness of Students Through International Quality Range Assessment (IQRA)

The role of assessment for improving learning is well documented in the literature. At the institutional level, the ultimate aim is to upgrade the quality of educational programmes in the institutions concerned; based on the data obtained through assessment. This assessment for learning is the underpinning conceptual framework for the IQRA project. It is conducted by a group of educational researchers since 2015 who have been concerned with the problem of identifying the indicators of becomingness constructs so that the appropriate intervention program can be carried out in a more effective and efficient way. In addition, the researchers were also concerned at the lack of collaboration amongst the educational institutions in conducting intervention programmes. Each institution seemed to have conducted their intervention programmes based on limited data peculiar to their respective institutions. Hence there is the need to provide institutions with a more universal, reliable and valid data. The data obtained from IQRA will help to identify which construct need to be improved and by how much, through comparisons of the indicators of the constructs. Overall the IQRA project will be carried out in several stages. In the first part, the survey was conducted on students in the IKRAM-MUSLEH schools. This was reported in the IAEA 2017 conference. Subsequently, the second stage of the project involved a wider and varied sample. The result was reported in the IAEA 2018 conference. We have since further conducted the research involving 1865 students from government-aided religious-schools and thus we were able to get a fairly large amount of the becomingness data, based on individuals and schools. We are now embarking on the next part of the project and that is establishing base line data that will not only indicate the degree of becomingness amongst students and schools but at the same time, to make comparisons amongst students and schools. The ultimate aim is that we can conduct intervention programmes at the individual and the school levels. Thus, we are suggesting solutions to our institutions by identifying a more specific area for improvement, what and by how much, in developing students’ becomingness towards achieving the aspirations of the Islamic Philosophy of Education.

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