ISSN: 2222-6990
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Assessment affects both instructional strategies and learning. Thus, the effectiveness of teaching and learning can be recognised and enhanced. However, the previous study failed to consider explicit discussions on the perspectives among different parties, especially in the medical laboratory field in Malaysia. This study is being conducted to investigate the perspectives of educators from two different institutions of the Medical Laboratory Technology (MLT) Diploma Programme regarding assessment strategies that they have implemented to provide a positive learning environment in their 21st century classrooms as well as to enhance student learning gains. The qualitative descriptive approach with semi-structured interviews designed for one-on-one interviews is employed. Four participants were recruited through purposive sampling. The interviews were transcribed and analysed thoroughly several times before being reported. The findings suggest that the participants understand the assessment methodologies for 21st century skills. The study revealed several assessment approaches, challenges, and ways educators employed in ensuring positive 21st century learning gained by sharing their views and experiences. These results may give insight into future advancements in instructional and assessment approaches focusing on medical laboratory education.
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In-Text Citation: (Akil & Matore, 2023)
To Cite this Article: Akil, W. F. H. W. M., & Matore, M. E. @ E. M. (2023). The 21st Century Assessment Strategies in Medical Laboratory Education: Sharing Experiences between Two Higher Institutions in Malaysia. International Journal of Academic Research in Business and Social Sciences, 13(7), 107 – 130.
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