Melaku Takele- Doctor of Philosophy
- Assistant Professor at Jimma College of Teachers Education
Melaku Takele
- Doctor of Philosophy
- Assistant Professor at Jimma College of Teachers Education
About
6
Publications
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Introduction
Teacher Educator, Trainer, PhD in Education (specialization Curriculum & Instruction)
Melaku Takele Ph.D. is an Assistant Professor at Jimma Teachers' College Dr. Melaku received his Ph.D. in Education (specialization in Curriculum and Instruction) from the College of Education at Jimma university, Ethiopia. His major research interests include Mathematics Teachers' Classroom assessment practices, CPD for Mathematics teachers, Mathematics curriculum, Mathematics Education.
Current institution
Jimma College of Teachers Education
Current position
- Assistant Professor
Education
September 2019 - August 2023
Publications
Publications (6)
Transformative assessment is a strategic approach to assessment that helps teachers use assessment not only for accountability, but also to promote meaningful learning. It enhances instruction and shifts the assessment orientation from summative to formative and summative. This study examined the impact of the Lesson Study for Transformative Assess...
Abate, M.T., Wedajo, A.L. and Hunde, A.B. (2023a). Design-based research to develop lesson study for transformative assessment: teachers' reactions, learning, organizational support, and use.
Abstract
This study aimed at exploring mathematics teachers' reactions, learning, school leaders' support, and the use of the Lesson Study for Transformat...
Transformative assessment is a classroom assessment aimed at changing both how teachers teach and students learn a lesson. Nowadays, this kind of assessment needs to be practiced to encourage teachers to be creative and flexible when designing their assessments and for students to be reflective and take responsibility for their learning. Hence, thi...
This study examines the performance, difficulties and misconceptions of fractions of primary school prospective mathematics teachers at Jimma College of Teachers Education, Ethiopia. The descriptive survey design was used and the sample consisted of 282 participants selected randomly. An achievement test and a questionnaire were developed and used...
While much is known about assessment, a study examining the conceptions that teachers hold and its relation with their practices in mathematics classrooms is crucial for educators and needs further investigation. This cross-sectional survey study examined teachers’ conceptions and practices of classroom assessment and the relationships between them...
The purposes of this study were to explore the nature of the teaching-learning process in line with active learning methods (ALMs) and to identify the major challenges hindering the implementation of these approaches in mathematics classes of upper primary schools. Both qualitative and quantitative methods of data collection were employed. Random s...
