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THE implementation of classroom-based assessment or pentaksiran bilik darjah (PBD) in Malaysia to promote formative assessment and continuous learning is commendable, but there are growing concerns about its validity and reliability.

One of the primary criticisms of PBD is its lack of standardisation. The assessment criteria and procedures can vary widely from one school to another, making it difficult to compare student performance across different institutions. This inconsistency raises questions about the fairness and equity of the system.