PENEROKAAN ELEMEN MODERASI DALAM KALANGAN GURU BAHASA ARAB TAHAP SATU SEMASA MENJALANKAN PENTAKSIRAN BILIK DARJAH BAHASA ARAB DI SEKOLAH KEBANGSAAN

Abstract

This study explores the moderation practices among Level One Arabic language teachers in national schools for determining students' Band (TP) in Classroom-Based Assessment (PBD). Moderation refers to a structured discussion process among teachers to ensure decisional consistency and error and bias reduction in student assessment. Moderation practices are essential in setting TP to guarantee consistency and fairness in assessment, particularly when facing challenges such as disagreements among assessors and conflicts between official standards and teachers’ existing knowledge. This study employs a qualitative case study approach involving five Arabic language teachers selected through purposive sampling. Data were obtained through in-depth interviews and analyzed using ATLAS.ti software to identify key themes. Findings reveal two moderated elements by Level One Arabic teachers in determining students’ TP: Syllabus Moderation and Learning Moderation. Teachers’ moderation with various groups discusses syllabus adjustments, teaching strategies, and topics related to students’ behavior and attitude changes to align TP decisions. Moderation involves teachers from diverse subject backgrounds to obtain a comprehensive view of students' potential and challenges, enhancing teachers’ ability to make more accurate and meaningful TP decisions. This study is expected to assist teachers in understanding the need for moderation as an essential element in conducting PBD with integrity, thus strengthening the reliability of standards-based assessments in national schools.