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Using International Quality Range Assessment (IQRA) for Students Development
Assessment should not only be able to measure what we value but it should also be able to inform teaching practices. The fundamental role of assessment thus become crucial in both facilitating the attainment of the goals of education and at the same time gauging what we value. Specifically, in the context of Islamic education system, where character building is the utmost important goal, the question of becomingness reflects the meaningfulness of education. Based on the above concerns, the assessment technique namely the International Quality Range Assessment for Islamic Education (IQRA) was developed in 2017. It is designed to assess the extent, at the end of the compulsory education process, the students have accomplished the desired educational outcomes in terms of applying their knowledge to real-life situations and be equipped with the necessary knowledge and skills in order to function well in the society. IQRA is an on-going survey. In the first phase the study, 904 students participated in the survey and the findings were reported in the 43rd International Association for Educational Assessment Conference 2017 in Batumi. Having ascertained the appropriate reliability and validity of IQRA through the suitable rigours of statistical analyses and measurement theory techniques, we then embarked on conducting the survey on a much bigger scale. The team proceeded on conducting the survey to government funded schools in Malaysia. The sample participating in the study increased by at least 10-fold providing us with a much bigger data to deal with. In this paper, the authors share Phase 2 of the project. The final goal would be that educational institutions participating in these surveys, can assess and compare their students’ becomingness in terms of character building (referred to as Insan Rabbani), in graphical forms and that they can also assess the impact of the educational process in their educational institutions.
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