Nor Mashitah Mohd Radzi, Nor Najihah Mod Najib, Azli Ariffin, Loy Chee Luen, Abdul Halim Masnan
Purpose: Assessments made during learning session can influence teachers' assessment, view and make decisions about student development in Child Care. The purpose of this study is to find out necessity for guidance on implementing teacher assessment in Child Care. Methodology: The research design of this study was qualitative. The instruments used are meta-analysis and interview protocols. A total of 30 sources were used to find the assessment elements that fit the study, while as many as five experts used to run the interview protocol. The results of this study were obtained using random sampling. Findings: The findings of meta-analysis show that out of the 30 sources obtained, there were some similar sources but different list of elements. Next, findings from the interview protocol with experts that there are several elements that can support the development of teacher assessment needs. The value of agreement between experts during the interview shows that the Cohen Kappa (K) calculation is 0.75. This shows a good reliability value. This is because the key factor in assessment needs is how teachers identify student development. The results of the meta-analysis found that there were several similar sources but different elements. This clearly indicates that there is a need for a variety of elements in a study related to teacher assessment. Meanwhile, the results of the interview protocol found that teachers were more aware of assessment needs and their role in conducting assessments while learning session. Significance: Overall, teachers should have a good knowledge and understanding of the assessment process before conducting student assessment in Child Care.