84

Journal  of  ICSAR
ISSN (print): 2548-8619; ISSN (online): 2548-8600
Volume 3 Number 1 January 2019

Competency Level of Special Education Integration Program Teachers in Conducting 
Assessment on Students with Learning Disabilities

Nadiah Abu Bakar, Mohd Mokhtar Tahar

Universiti Kebangsaan Malaysia, 43600 Bangi, Selangor, Malaysia
Email: nadiahabubakar88@gmail.com

Abstract: The purpose of this research was to identify the level of knowledge, skills and attitude of 
the Integrated Special Education Program (PPKI) teachers in conducting assessment of students’ 
learning disabilities in four primary schools in the Federal Territory of Kuala Lumpur, Malaysia. This 
research is based on Theory of Behaviorism founded by Thorndike and Iceberg Competency Model. 
The research design was quantitative with the population consisting of 50 PPKI teachers while the 
samples of the research were 44 teachers selected by simple random sampling method. The instrument 
was a questionnaire adapted from Sulaiman (2008) and confirmed with Alpha Cronbach. The data were 
analyzed using descriptive statistics, percentage, frequency and mean. The results showed that the level 
of knowledge of PPKI teachers was high with mean score, the level of skill was moderate, and the level 
of attitude was high. It is concluded that PPKI teachers have good knowledge of the assessment process 
on students with learning disabilities but require additional training and courses to improve their skills.
 
Keywords: Teachers’ Competency, Learning Assessment,  Students with Learning Disabilities.

INTRODUCTION

Assessment refers to a systematic process of 
obtaining information regarding the knowledge, 
performance and development of students in school. 
The assessment process involves recording, collecting, 
separating, evaluating and translating information 
in improving students’ achievement (Kementerian 
Pendidikan Malaysia, 2013). The implementation of 
the assessment process helps teachers in identifying 
weaknesses in students and planning teaching strategies 
and approach that suits their abilities. Therefore, every 
teacher should have high level of competency to 
conduct an effective assessment process. Based on the 
Iceberg Competency Model, competency is defined as 
a person’s latent characteristics shown in someone’s 
career performance (Spencer & Spencer, 1993). This 
model emphasized on the aspects of knowledge, skills 
and attitude of an individual that help in performing a 
task.

Congress, (1975) stressed on the non-
discriminatory assessment of children with special 
needs. Based on this law, an assessment conducted to 
special needs children need to consider their personal 
traits and tailored according to their abilities (Abdullah 
et al., 2006). In addition, the implementation of the 
special education system in Malaysia is based on the 
Education Act and regulations of education (special 
education) which is described in the code of practice 
for Special Educational Needs. Referring to the code 

of practice, each special needs student in pre-school, 
primary and secondary schools must undergo a planned 
assessment process according to a prescribed procedure. 
Therefore, students with learning disabilities should 
involve in the assessment process in schools to record 
their progress and achievements. However, there are 
students from various categories of abilities where 
the level of development and their achievement are 
different from other typical students. This matter has 
become a challenge to teachers in Special Education 
Integration Program (PPKI) in planning and selecting 
appropriate form of assessment in regards to each 
student with learning disabilities.

 According to Sulaiman (2008), teachers’ 
ability in producing assessment tools is vital as 
quality assessment tool will help teachers to identify 
students’ weaknesses during the learning process. 
With this regard, the planning and the development 
of an appropriate assessment tool should be provided 
according to the capacity and ability of the students 
with learning disabilities in order for the assessment 
process to be carried out effectively. This matter is also 
stated in the Individuals with Disabilities Education Act 
(IDEA), which points out that the assessment carried 
out on special needs students should be appropriate to 
the age, characteristics and their behavior. Thus, PPKI 
teachers should possess a high level of competency in 
relation to the assessment process to ensure effective 
implementation which then helps to improve the 
performance of students with learning disabilities. 



85Nadiah Abu B, Mohd Mokhtar T, Competency Level of Special Education Integration . . . .

Figure 1. The Iceberg Competency Model
The assessment process will assist teachers to 

gauge in the effectiveness of the learning process; thus 
helping teachers to implement improvement measures 
in their teaching and learning process (Caturwangi et 
al., 2017). Knowledge and skills that are obtained will 
help the teachers in gaining information and planning 
appropriate methods in carrying out the assessment. 
This statement is supported by Ibrahim and Sani 
(2012) study which stated that the ability of teachers 
in carrying out the teaching and learning process can 
best be accomplished if teachers possess a high level 
of competency in their teaching field. Alper & Mills 
(2001) stated that the purpose of an assessment is 
to produce teachers who have specific skills about 
a student’s performance, especially special needs 
students. Therefore, every PPKI teacher should acquire 
high level of assessment skills as students with learning 
disabilities require specific teaching methods in view 
of their abilities; which are way different compared to 
a typical student. 

This study is conducted to review the level of 
knowledge, skills and attitude of PPKI teachers in 
four primary schools in Kuala Lumpur in conducting 
assessment process to students with learning disabilities. 
This study will address the following issues:

What is the PPKI teachers’ knowledge level 
in conducting assessment process to students with 
learning disabilities ?; What is the PPKI teachers’ skills 
level in conducting assessment process to students 
with learning disabilities ?; What is the PPKI teachers’ 
attitude in conducting assessment process to students 
with learning disabilities?

METHOD

The study is a survey involving 50 PPKI teachers 
from four schools in Kuala Lumpur as the population 
of the study. The samples were a total of 44 PPKI 
teachers selected from a simple random sampling. The 
instrument used in this study was a questionnaire that 
has been adapted from Sulaiman (2008). The validity 
of the questionnaire was verified by two experts in the 

field of special education. A pilot study was conducted 
to test the reliability of the questionnaire items with 
the value of the Alpha Cronbach reliability coefficient 
recorded at 0.96 to 0.98. A five-point Likert scale 
was used which is 1-Strongly Disagree, 2-Disagree, 
3- Slightly Disagree 4-Agree and 5- Strongly Agree. 
Questionnaire data was collected through Google 
form and descriptively analysed based on frequency, 
percentage and mean using Statistical Package for 
Social Science (SPSS).

This is a study based on the Behaviourism theory 
founded by Thorndike. The theory stated that learning 
is a common process that involves the stimulation 
and reaction to produce a change in behavior. Based 
on this theory, students will be given stimulation 
during the learning process and the assessment will be 
conducted in stages from low to high level assessment. 
Therefore, assessment is one of the learning processes 
implemented in schools that are related to the 
principles of Behaviourism.

In addition, this study is also based on Iceberg 
Competency Model (Spencer & Spencer, 1993) which 
explains on competency. This model is divided into 
two sections. The first section is above the water level 
with the components of competency and skills, while 
the lower section is the behavioral component or 
attitude that represents values, social roles, self-image 
and character. Based on the Iceberg Competency 
Model in Figure 1, it can be seen that the overall 
competency components, which are knowledge, skills 
and attitudes, affect an individual in performing a 
given task.

FINDINGS AND DISCUSSION

Findings

Demographic Information
This study involved 44 respondents who taught 

at four primary schools in Kuala Lumpur. Based on 
the findings, 8 respondents were male (17.4%) and 
the remaining 36 respondents (78.3%) were female. 
While for the age, there were 16 respondents (34.8%) 
aged between 20-30 years, 23 respondents (50%) aged 
between 30-40 years, four respondents aged between 
40-50 years (8.7%) and there was one respondent who 
is more than 50 years-old (2.2%). From the teaching 
experience among the PPKI teachers, there were six 
respondents whose teaching experience was between 
1-5 years (13%), while 20 respondents had 6-10 years 
teaching experience (43.5%), 17 respondents had 11-
15 years teaching experience (37%) and there was a 
respondent whose teaching experience exceeded 16 
years (2.2%).



86 Journal of ICSAR; Volume 3, Number 1, January 2019: 84-90

Table 1. Demographic Distribution of Respondents (n = 44)

Demography Aspect Frequency Percentage (%)
Gender

Male
Female

8
36

17.4%
78.3%

Age
20-30 years
30-40 years
40-50 years

50 years and above

16
23
4
1

34.8%
52.3%
9.1%
2.3%

Teaching experience
1-5 years
6-10 years
11-15 years

16 years and above

6
20
17
1

13%
43.5%
37%
2.2%

     
Table 2. PPKI teachers’ knowledge in conducting assessment to students with learning disabilities.

NO ITEM (KNOWLEDGE) Mean SD Int
B1 I know the basic concepts of assesing students with 

learning disabilities.
3.73 1.042 High

B2 I know about the curriculum-based assessment. 3.68 1.006 High
B3 I know the assessment methods, approach and techniques 

for students with learning disabilities. 
3.61 .945 Moderate

B4 I know how to bring out existing knowledge among 
students with learning disabilities.

3.61 .868 Moderate

B5 I know the assessment objective for students with learning 
disabilities.

3.66 .987 Moderate

B6 I know the appropriate type of assessment that fits students 
with learning disabilities. 

3.77 1.008 High

B7 I am knowledgeable in fostering an appropriate assessment 
tool to students with learning disabilities learning.

3.70 1.025 High

B8 I am knowledgeable in conducting assessment practice 
process to students with learning disabilities. 

3.68 1.006 High

B9 I am knowledgeable in documenting results of the 
assessment to the students with learning disabilities. 

3.73 .973 High

Grand Total 3.69 .984 High

PPKI teachers’ knowledge in conducting assessment 
on students with learning disabilities. 

This section has nine items related to PPKI 
teachers’ knowledge in conducting assessment on 
students with learning disabilities. The result of the 
study is indicated in Table 2.

Based on Table 2, the findings showed most of 
the knowledge questions items were high and medium 
with an overall mean (M = 3.69 and SD = 0.984). This 
proved that the knowledge level among PPKI teachers 
was high. The highest mean score is at (M = 3.77 and 
SD = 1.008), which in the statement item B6 “I know 
the appropriate type of assessment that fits students 
with learning disabilities”. This explains that PPKI 

teachers know how to choose and use different types 
of appropriate assessment for students with learning 
disabilities in school.

Meanwhile, there were two items that recorded the 
lowest mean score on statement B3 and B4. Based on the 
mean readings (M = 3.61 and SD =. 945) in statement 
B3 “I know the assessment methods, approach and 
techniques for students with learning disabilities”, it 
showed moderate level of knowledge among PPKI 
teachers with regards to assessment methods, approach 
and techniques. This statement explains that PPKI 
teachers have limited knowledge in implementing 
suitable assessment methods, approach and techniques 
appropriate for students with learning disabilities. 



87Nadiah Abu B, Mohd Mokhtar T, Competency Level of Special Education Integration . . . .

Table 3. PPKI teachers’ skills in conducting assessment for students with learning disabilities

NO ITEM (SKILLS) Mean SD Int

C1 I am able to conduct an appropriate assessment for students 
with learning disabilities.

3.57 1.065 Moderate 

C2 I am able to carry out curriculum-based assessment 3.75 1.014 High 

C3 I am able to create appropriate type of assessment tools that 
are suitable with the level of students with learning disabilities.

3.48 1.000 Moderate 

C4 I am able to conduct assessment using various methods 3.64 .967 Moderate 

C5 I am able to evaluate and analyze the assessment results for 
students with learning disabilities. 

3.64 1.036 Moderate 

C6 I am able to evaluate assessments results for students with 
learning disabilities in order to improve teaching and learning 
process in school.

3.75 1.081 High 

C7 I am able to record the essential items in the assessment. 3.59 1.041 Moderate 

C8 I am able to diversify the type of assessments used during 
teaching and learning. 

3.55 1.022 Moderate 

C9 I am able to control the classroom environment while 
conducting assessment.

3.59 1.127 Moderate

Grand Total 3.62 1.039 Moderate 

Further findings of statement B4 “I know on how 
to bring out existing knowledge among students with 
learning disabilities” showed (M = 3.61 and SD =. 
868). The finding explains that the knowledge of PPKI 
teachers in bringing up existing knowledge among 
students with learning disabilities is at a moderate 
level. This may due to the teachers facing challenge 
to understand the existing knowledge among students 
with learning disabilities as there is diversity of abilities 
among the students in the same class. 

However, it is a necessity for teachers to acquire 
knowledge as teaching process could never be done in 
an effective manner should they are not knowledgeable 
in the field of teaching. According to Zanzali and Atjeng 
(2010), they stated that knowledge and its acquisition is 
the most important aspect for a teacher in delivering 
teaching and learning in school. Salleh et al. (2009) 
also explain in their study that each teacher should 
acquire high level of knowledge and skills to ensure 
that students with learning disabilities can be assisted 
during the process of teaching and learning in schools. 
In addition, Othman (2016) also state that all teachers 
in schools should master the assessment knowledge 
to ensure that the assessment process can be carried 
out effectively. Therefore, assessment knowledge is 
essential for every PPKI teacher in order to ensure that 
the achievement of students with learning disabilities 
can be assessed fairly and appropriately in the extent 
of his/her ability.

PPKI teachers’ skills in conducting assessment to 
students with learning disabilities. 

There are nine items related to PPKI teachers’ 
skills in carrying out evaluations on students with 
learning disabilities. The findings are as shown in the 
table 3.

The findings recorded for the total mean in the 
skills item was at 3.62 and the standard deviation was 
at 1.039. This showed the skill level among the PPKI 
teachers were at moderate level. The highest mean score 
value was recorded on two items, which are C2 and C6. 
C2 statement “I am able to carry out curriculum-based 
assessment” showed the mean reading and standard 
deviation of 3.75 and 1.014 respectively. This explains 
that PPKI teachers are able to assess students with 
learning disabilities based on the Special Education 
Learning Disabilities curriculum. The mean score 
and standard deviation value for statement C6 “I am 
able to evaluate assessments results for students with 
learning disabilities in order to improve teaching and 
learning process in school” was at 3.75 and 1.081 
respectively. The result shows that PPKI teachers are 
able to evaluate assessment results for students with 
learning disabilities; thus implementing improvements 
measures in their teaching and learning process. 

The item that recorded the lowest mean score 
was C8 “I am able to diversify the type of assessments 
used during teaching and learning” with the mean 
and standard deviation reading of 3.55 and 1.022 
respectively. 



88 Journal of ICSAR; Volume 3, Number 1, January 2019: 84-90

Table 4. PPKI teachers’ attitude in conducting assessment to students with learning disabilities. 

NO ITEM (ATTITUDE) Mean SD Int
D1 I am always prepared to conduct assessments to students with 

learning disabilities. 
3.55 .875 Moderate 

D2 I am willing to attend extra courses related to assessment 4.02 .762 High
D3 I conduct assessment based on my dedication even there is no 

encouragement from any parties. 
3.89 .655 High

D4 I will take my own initiatives to level up my knowledge and 
skills with regards to assessment.

3.52 .876 Moderate 

D5 I will carry out the assessment and use it as an opportunity to 
improve the teaching and learning process.

3.95 .608 High

D6 I believe the result of the assessment will assist in the 
development of students with learning disabilities. 

4.09 .709 High

D7 I am confident that the implementation of assessment is able to 
improve my quality as a PPKI teacher.

4.11 .655 High

D8 I believe the assessment process will be more effective with 
teachers’ patience and tolerance towards students with learning 
disabilities. 

4.07 .661 High

D9 I am confident that cooperation and sharing of ideas among 
teachers can facilitate me in conducting assessment on students 
with learning disabilities.

4.16 .680 High

Grand Total 3.93 .720 High 

The result indicates that PPKI teachers have 
moderate skill level in implementing various forms of 
assessment during the teaching and learning process. 
This is because the teachers used the same assessment 
type during the teaching and learning process in 
school.

Zhang and Burry-Stock (2003) stated that 
the teachers’ skill level in conducting evaluation 
will have direct impact on the assessment process 
conducted in the classroom. Therefore, a teacher with 
a low skill level in conducting evaluation may not 
be able to carry out a proper assessment process for 
the students. This statement is supported by the study 
by Ali (2014) which explained that teachers with 
improper skill level will impact the development of 
the students. This indicates the importance of PPKI 
teachers’ skill level in evaluating assessment towards 
the development and achievement of the students 
with learning disabilities. Apart from that, the study 
conducted by Bandu and Jelas (2012) also stated that 
the lack of training and skills development resulting 
in teachers not majoring in special education are not 
competent in the assessment implementation. 

PPKI teachers’ attitude in conducting assessment 
to students with learning disabilities.

This section has nine related items in accordance 
to PPKI teachers’ attitude in conducting assessment 
to students with learning disabilities. The findings are 
shown in table 4.

The PPKI teachers’ attitude in conducting 
assessment to students with learning disabilities is 
positive with a mean and standard deviation of 3.93 
and .675. The highest mean score value was 4.16 and 
the standard deviation was .680 in the item D9 “I am 
confident that cooperation and sharing of ideas among 
teachers can facilitate me in conducting assessment on 
students with learning disabilities”. This indicates that 
the primary school PPKI teachers involved in this study 
do cooperate and change ideas among themselves in 
implementing the assessment process in school.

Meanwhile, the lowest mean score of 3.52 and 
the standard deviation of .876 were in item D4 “I will 
take my own initiatives to level up my knowledge and 
skills with regards to assessment”. The findings show 
that PPKI teachers are not interested in improving their 
knowledge and skills through their own effort. It is likely 
that they depend on the higher authority initiatives to 
level up their knowledge and skills through courses and 
in service trainings.

Based on the findings, it can be concluded that 
PPKI teachers are motivated and possess positive 
attitude towards the implementation of assessment 
towards students with learning disabilities. The 
teachers’ attitude is one of the most important aspects 
of a PPKI teacher to ensure that the learning process can 
be conducted effectively. This statement is supported by 
the study by Derapa and Mohamed (2018) which stated 
that learning process can be carried out smoothly and 



89Nadiah Abu B, Mohd Mokhtar T, Competency Level of Special Education Integration . . . .

effectively toward students should the teacher has the 
knowledge and positive attitude. In addition, teachers 
who possess a positive attitude are also believed to be 
able to produce the best task in the learning process 
at school. This is stated through a study by Haron 
(2006) that attitude is the will to perform task, trust and 
confidence that he or she could perform the task at his 
or her best.

Discussion 
Based on the findings, it can be concluded that the 

competency level of PPKI teachers in conducting the 
assessment for students with learning disability is at a 
satisfactory level with score min (M = 3.69 and SD = 
0.984) for the level of knowledge and (M = 3.93 and 
SD =.720) for the level of teachers’ attitude. However, 
the result of the study indicates that stage of proficiency 
teachers PPKI was on stage with min overall (M = 3.62 
and SD = 1.039).

From the results regarding PPKI teachers’ levels 
of knowledge which are considered high, it is found 
that teachers need to acquire knowledge as teaching 
process could never be done in an effective manner 
should they are not knowledgeable in the field of 
teaching. According to Zanzali and Atjeng (2010), they 
stated that knowledge and its acquisition is the most 
important aspect for a teacher in delivering teaching 
and learning in school. Salleh et al. (2009) also explain 
in their study that each teacher should acquire high 
level of knowledge and skills to ensure that students 
with learning disabilities can be assisted during the 
process of teaching and learning in schools. In addition, 
Othman (2016) also state that all teachers in schools 
should master the assessment knowledge to ensure that 
the assessment process can be carried out effectively. 
Therefore, assessment knowledge is essential for every 
PPKI teacher in order to ensure that the achievement of 
students with learning disabilities can be assessed fairly 
and appropriately in the extent of his/her ability.

Meanwhile, the questionnaires also recorded the 
ability of PPKI teachers in conducting assessment on 
students with learning disabilities. Different from the 
level of knowledge, the level of skills of these teachers 
is moderate. Zhang and Burry-Stock (2003) stated that 
the teachers’ skill level in conducting evaluation will 
have direct impact on the assessment process conducted 
in the classroom. Therefore, a teacher with a low skill 
level in conducting evaluation may not be able to carry 
out a proper assessment process for the students. This 
statement is supported by the study by Ali (2014) 
which explained that teachers with improper skill 
level will impact the development of the students. This 
indicates the importance of PPKI teachers’ skill level 
in evaluating assessment towards the development and 
achievement of the students with learning disabilities. 

Apart from that, the study conducted by Bandu and 
Jelas (2012) also stated that the lack of training and 
skills development resulting in teachers not majoring in 
special education are not competent in the assessment 
implementation.

In addition, the findings regarding the attitude 
of PPKI teachers in conducting assessment show a 
high level. It can be concluded that PPKI teachers are 
motivated and possess positive attitude towards the 
implementation of assessment towards students with 
learning disabilities. The teachers’ attitude is one of 
the most important aspects of a PPKI teacher to ensure 
that the learning process can be conducted effectively. 
This statement is supported by the study by Derapa and 
Mohamed (2018)  which stated that learning process 
can be carried out smoothly and effectively toward 
students should the teacher has the knowledge and 
positive attitude. In addition, teachers who possess a 
positive attitude are also believed to be able to produce 
the best task in the learning process at school. This is 
stated through a study by Haron (2006) that attitude is 
the will to perform task, trust and confidence that he or 
she could perform the task at his or her best.

In this regard, every PKKI teacher should constantly 
work to improve their skills in the assessment in order 
to help the development of students with learning 
disabilities. Sulaiman (2008) suggests in his study that 
teachers can further improve their skills by reading 
scholarly reference books, internet, and discussions 
with other teachers and attend courses related to the 
assessment. This proposal was supported in the study 
by Derapa and Mohamed (2018)  stating that through 
relevant courses and programmes, teachers are able to 
increase their teaching competency in school. Through 
these efforts, it would enhance PPKI teachers ‘ skills 
thus making them a skilled teacher with quality. Sofyan 
and Yowono (2014) also suggested in their study that 
all teachers should be mentored by administrators using 
assessment strategies and instruments appropriate 
to the ability of the students. Therefore, the parties 
concerned such as the administrators, State Education 
Department and the Ministry of Education should 
consistently provide opportunities for PPKI teachers 
to attend courses or in-service training to enhance their 
knowledge and skills in the assessment.

Basically, each PPKI teacher should possess a 
high level of competency in performing assessment to 
students with learning disabilities at their respective 
schools. The PPKI teacher’s ability and capability to 
carry out a planned and systematic assessment is one 
of the essential elements that can derive confidence and 
credibility of a teacher.  Every individual is required 
to have a high level of competency especially among 
educators as high level of knowledge, skills, attitude will 
produce an effective teaching and learning. Competency 
can also form an individual to act effectively and to be 
able to perform tasks with best results.



90 Journal of ICSAR; Volume 3, Number 1, January 2019: 84-90

CONCLUSION

Competency is the most important aspect for a 
PPKI teacher in conducting an effective assessment 
to students with learning disabilities. It isDdue to the 
facts that PPKI teacher is the most eligible party to 
assess and evaluate students with learning disabilities 
as they are individual with immediate relation to the 
students in school. The implementation of appropriate 
assessment process based on the ability of students 
with learning disabilities will assist them towards 
their development and achievement in school despite 
providing equal educational opportunities similar to a 
typical student.

Every PKKI teacher should constantly work to 
improve their skills in the assessment in order to help 
the development of students with learning disabilities. 
The parties concerned such as the administrators, State 
Education Department and the Ministry of Education 
should also consistently provide opportunities 
for PPKI teachers to attend courses or in-service 
training to enhance their knowledge and skills in the 
assessment.

Basically, each PPKI teacher should possess a 
high level of competency in performing assessment to 
students with learning disabilities at their respective 
schools. The PPKI teacher’s ability and capability to 
carry out a planned and systematic assessment is one 
of the essential elements that can derive confidence 
and credibility of a teacher.  Every individual is 
required to have a high level of competency especially 
among educators as high level of knowledge, skills, 
attitude will produce an effective teaching and 
learning. Competency can also form an individual to 
act effectively and to be able to perform tasks with 
best results.

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