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Primary Teacher's Perceptions of Classroom Assessment Practices as Means of Providing Quality Primary/basic Education by Botswana and Nigeria
Abstract
More than any other of its aspects, assessment plays a central role in determining the quality of education. Quality of primary/basic education (QoE) can be viewed as the extent to which the process of education at the primary education level maximizes desirable outcomes in terms of cognitive, affective and psychomotor behaviour of the learners. Given human resources demand for development in the society some cognitive skills are more desirable than others. Hence education, to meet the skill demand of the society must ensure the development of such desirable skills among learners. Since teachers are the key executors in the processes of ensuring the development of these skills, their perception as to the level to which each of such skills differ in enhancing quality of primary/basic education, and the level to which current assessment practices ensure the development of each of these skills are important in any attempt to contribute solution to the problem of quality in basic education in Africa. The purpose of this study was to determine the extent to which primary school teachers in Botswana and Nigeria perceive the six levels of Bloom's cognitive behaviour as being different in the extent to which they enhance quality in basic education and the level to which their current classroom assessment practices involve items that measure each of these levels of cognitive behaviour. Survey data from 191 primary school teachers from Gaborone district in Botswana, and 300 similar teachers from Delta State in Nigeria were analysed using repeated measure ANOVA to test related hypotheses. The main finding was that there is a significant discrepancy between the level to which, in the perception of the teachers, each of Bloom's level of cognitive behaviour enhances quality of education and the level to which their classroom assessment practices are able to provide for the development of such behaviour among learners. The results were discussed and recommendations made on how to enhance quality in primary/basic education through classroom assessment practices.
... For instance, research by previous researchers establishes relationships between knowledge and attitudes toward assessment in various educational settings (Brookhart & M, 2013;Liberto et al., 2022). Similar findings are reported in studies emphasizing how understanding and perspectives on assessment influence practice quality (Jansen & Moller, 2022;Nenty et al., 2021). Additionally, socio-demographic variables have been identified as predictors of assessment practices (Cohen & Swerdlik, 2005). ...
... Similarly, the findings reveal a significant relationship between knowledge and attitude towards assessment among practising counsellors in Nigeria, further reinforcing the critical role that knowledge plays in shaping professional attitudes. The well-known adage "knowledge is power" aptly captures this dynamic, suggesting that individuals with a deeper understanding of assessment processes are more likely to develop positive attitudes toward its application in counselling practice (Jansen & Moller, 2022;Nenty et al., 2021). The confidence gained through knowledge acquisition allows counsellors to approach assessment more constructively and competently. ...
... This positive correlation highlights the need for continuous learning to ensure counsellors remain updated on effective assessment practices, which directly impacts the quality of counselling services provided. Supporting this notion, prior researchers emphasize that professionals equipped with adequate knowledge are more likely to perceive assessments as valuable tools for improving client outcomes in both educational and clinical contexts (Jansen & Moller, 2022;Nenty et al., 2021). ...
This study addressed the problem of limited knowledge and varying attitudes towards assessment and testing among school and practicing counsellors in Nigeria. The research aimed to explore the relationships between knowledge and attitudes towards these practices. Using four research questions and hypotheses, the study targeted all counsellors in Nigeria, with a purposive random sample of 350 participants drawn from attendees at the annual APROCON and CASSON conferences. Data were collected through the "Knowledge and Attitude towards Assessment and Testing among School and Practicing Counsellors in Nigeria Scale (KAATSOPCNS)," developed after an extensive literature review. Analysis was conducted using Pearson Product Moment Correlation Coefficient (PPMCC). The findings revealed significant relationships between counsellors' knowledge and attitudes towards assessment and testing, emphasizing the need for deeper understanding and professional competence. It is recommended that counsellors acquire requisite qualifications, gain practical experience, and participate in regular professional development programs to enhance their proficiency in assessment and testing. These steps are essential to ensure effective counselling practices in Nigeria.
... In addition to the knowledge of curriculum and pedagogy, teachers also need to be proficient on the aspect of assessment for HOTS implementation in mathematics. Nenty et al. (2007) and Hwa and Lim (2008) highlighted that assessment plays a major role in mathematics education. One of the factors which influence the effectiveness of assessment is the understanding and knowledge of teachers on how assessment being carried out in the education system (Makeleni & Sethusha, 2014;Rasidayanty, 2014). ...
... To achieve the objective, Ganapathy and Kaur (2014) argued that all teachers should ensure that classroom assessment and training focus on the elements of HOTS and not only the answer all the questions. Effective assessment is when teachers can recognise levels of students' learning and also acknowledge the effectiveness of their teaching activities (Nenty et al., 2007;Rasidayanty, 2014). Thus, teachers also need to be proficient in every type of assessment to ensure that the assessment adopted in the classroom is in line with the students' ability. ...
... Meanwhile, the item of understanding and knowing to differentiate all the six cognitive levels, namely two cognitive levels in lower order thinking skills (LOTS) and four cognitive levels in HOTS had a mean value of 3.59 and were the two items that received the lowest mean value as compared to other items. Most teachers know the cognitive levels of Bloom's taxonomy in principle, but they still do not understand the differences and functions of each level in LOTS and HOTS (Nenty, 2007). ...
This study aims to identify the level of knowledge and practice on the implementation of higher-order thinking skills (HOTS) among mathematics teachers at a secondary school in the district of Terengganu. The study focused on the aspects of curriculum, pedagogy and assessment and compared them with demographic factors of the respondents. It used the quantitative approach and adopted descriptive survey method involving 196 respondents. Also, inferential analysis was conducted using Pearson correlation and Multivariate Analysis of Variance Test (MANOVA). The findings showed that the level of knowledge and practice of the assessment aspect was the weakest. Also, there was a relationship between the level of knowledge and practice of HOTS in each aspect. Significant differences exist in the level of knowledge and practice in the implementation of HOTS based on demographic factors such as gender, the location of school and exposure in the HOTS course.
... These studies discovered that pre-service teachers had low competencies in the construction of test items in formal and informal assessment of their students (e.g. Asim, Ekuri, & Eni, 2013;Gordon, Collins, & Jewell, 2015;Koetsier & Wubbels, 1995, Nenty, Adedoyin, Odili, & Major, 2007. ...
... Other studies have also discovered that pre-service teachers had low competencies in the construction of test items in formal and informal assessment of their students (e.g. Asim, Ekuri, & Eni, 2013;Gordon, Collins, & Jewell, 2015;Koetsier & Wubbels, 1995, Nenty, Adedoyin, Odili, & Major, 2007. This probably can be attributed to the fact that their training places less premium of educational assessment. ...
This study evaluated the training of pre-service teachers in the various tertiary institutions in Ghana to find out whether professionally trained teachers are given adequate training in assessment. The methodology employed for this study was a qualitative case study. The study focused on two universities and the colleges of education in Ghana. Unstructured interviews were also conducted using an interview guide. The purposive sampling procedure was used to sample three teaching practice supervisors who are college professors, five preservice teachers, and two teaching practice coordinators. A total of ten respondents were interviewed. Through purposive sampling technique, five different sets of documents were sampled and critically analysed. Qualitative content analysis revealed that the training of pre-service teachers in tertiary institutions in Ghana placed less emphasis on how to assess students. The major emphasis of the training of pre-service teachers was on lesson planning, delivery, and demonstration of pedagogical skills with the aim of imparting knowledge. Based on the findings, it was commended that the management of educational institutions should factor the educational assessment a core element in the training of pre-service teachers.
... Regardless of these, there are some indications that teachers in Botswana still remain behind in some classroom practices, in particular students' assessment. Nenty et al. (2007) conducted a study to determine the extent to which primary school teachers in Botswana and Nigeria perceive the six levels of Bloom's cognitive behavior. They were also to ascertain the level to which their classroom assessment practices make use of items that adequately measure these cognitive behaviors. ...
... IRT was used to evaluate item response patterns on a teacher perceived skill in classroom assessment for Botswana primary and secondary school teachers. Given the value for classroom assessment practices and the need to have a clear understanding of teachers perceived skills in classroom assessment practices (Cavanagh, Waldrip, Romanoski, Dorman, & Fisher, 2005;Marriot & Lau, 2008;Nenty et al., 2007;Rowntree, 1987;Zhang & Burry-Stock, 2003) and the relative scarcity in this area of research in an African context, the study adds to the understanding of teachers perceived skills in classroom assessment practices. ...
The purpose of this study was to assess teacher perceived skill in classroom assessment practices. Data were collected from a sample of (N = 691) teachers selected from government primary, junior secondary, and senior secondary schools in Botswana. Item response theory models were used to identify teacher response on items that measured their self-perceived skill in classroom assessment practices. Results of the study showed that generally teachers felt more skilled in test construction than other practices such as using classroom assessment results to make informed decisions in their teaching and learning process. Implications of these findings for policy makers and school managers are discussed.
... Such skills may include: test planning and construction; grading; interpretation of test results; use of assessment results to inform teaching and learning; and communicating results to relevant stakeholders. Teachers are predominantly responsible for evaluating student learning process; their instructional and classroom assessment skills and practices are a means by which the education system is enhanced and defined (Nenty, Adedoyin, Odili, & Major, 2007). ...
Abstract
This study was conducted to assess teachers' perceptions of classroom assessment as the function of gender and teaching experiences. To this end, the researchers employed a cross-sectional survey design collecting a survey data from 197 teachers selected from seven high schools using Zhang and Burry-Stock's (2003) modified assessment practice inventory questionnaire and an observation checklist developed by the researchers. The findings of the study revealed that there was a statistically significant gender difference only in communicating assessment results; t (173) =-6.557, p < .05. Also, there were statistically significant differences across service years in terms of constructing test items, F (2, 172) = 2907.04, p < .05; analyzing test results and test revisions, F (2, 172) = 121.401, p < .05; and communicating assessment results, F (2, 172) = 98.840, p < .05. Both in the self-perceived assessment and classroom observation results, female teachers' were found better than male teachers in communicating assessment results. Finally, conclusions and recommendations were forwarded based on the results of this study.
... Such skills may include: test planning and construction; grading; interpretation of test results; use of assessment results to inform teaching and learning; and communicating results to relevant stakeholders. Teachers are predominantly responsible for evaluating student learning process; their instructional and classroom assessment skills and practices are a means by which the education system is enhanced and defined (Nenty, Adedoyin, Odili, & Major, 2007). ...
Pen Academic is an independent international publisher committed to publishing academic books, journals, encyclopedias, handbooks of research of the highest quality in the fields of Education, Social Sciences, Science and Agriculture. Pen Academic created an open access system to spread the scientific knowledge freely. For more information about PEN, please contact: info@penpublishing.net This document downloaded from 213.55.79.195 [90 times] Gondar / Ethiopia on Sat Abstract This study was conducted to assess teachers' perceptions of classroom assessment as the function of gender and teaching experiences. To this end, the researchers employed a cross-sectional survey design collecting a survey data from 197 teachers selected from seven high schools using Zhang and Burry-Stock's (2003) modified assessment practice inventory questionnaire and an observation checklist developed by the researchers. The findings of the study revealed that there was a statistically significant gender difference only in communicating assessment results; t (173) =-6.557, p < .05. Also, there were statistically significant differences across service years in terms of constructing test items, F (2, 172) = 2907.04, p < .05; analyzing test results and test revisions, F (2, 172) = 121.401, p < .05; and communicating assessment results, F (2, 172) = 98.840, p < .05. Both in the self-perceived assessment and classroom observation results, female teachers' were found better than male teachers in communicating assessment results. Finally, conclusions and recommendations were forwarded based on the results of this study.
... Key stakeholders evaluate academic success in primary schools based on summative assessment outcomes like Primary School Leaving Examination (PSLE) and formative assessment tools like tests, school-based examinations, quizzes and exercises. Assessment of students basically provides primary school educators and the community with diagnostic information upon which they can monitor and evaluate the quality of education in a school (Nenty, Adedoyin, Odili et al., 2007). According to Khine (2018), assessment of students generates a vast amount of data which can be analyzed to give comprehensive and contextualized information about students and their learning. ...
... Given the limited number of assessed learners, many learners with special educational needs in the country may struggle to succeed with specialised programmes in schools (Guduzu et al., 2015) because teachers do not have the skills and knowledge to assess. Nenty et al. (2007) asserted that it is doubtful whether teachers are using these instruments to measure learners' overall performance because many teachers seem to lack the required training and skills. The finding also confirms a study conducted early on by Gyimah and Amoako (2016) on teachers' perceptions of procedures to assess learners with special educational needs and disabilities, indicating that in Ghana, most teachers have limited knowledge concerning the education of persons with special educational needs and therefore are unable to provide the needed support for this category of people. ...
The paper presents findings of teachers' challenges in using alternative assessment procedures to assess learners with visual impairment in two purposively sampled inclusive senior high schools in the Northern part of Ghana with particular reference to Sirugu and Wa Senior High Schools in the Upper East and Upper West Regions, respectively. The study's population comprised teachers in inclusive senior high schools in Ghana. Experts in authors' institutions reviewed and validated the content and construct validity of the instrument. The reliability was established by pilot testing the instrument using respondents from Wenchi Methodist Senior High School, an inclusive school in the Bono Region of Ghana. The Cronbach's coefficient alpha derived for the questionnaire was 0.79. The study used a cross-sectional descriptive survey design and a sample size of 136 teachers selected using the simple random sampling technique. Data were collected using the authors' self-developed questionnaire after pilot-testing for its refinement. Descriptive statistics (mean and standard deviation) were used to analyse the data. The findings revealed that most teachers had constraints using alternative assessment methods to evaluate learners who are visually impaired in the classroom due to their inadequate expertise. Overcrowded classrooms leading to large teacher-learner ratios, lack of assessment materials and logistics also posed formidable challenges to using alternative assessments. The study recommends the expansion of existing infrastructure and equipping teachers in inclusive schools with the requisite skills and competencies to use alternative assessment methods effectively. It is also imperative for the government and stakeholders to provide the required logistics to facilitate effective teaching, learning and assessment of learners with visual impairment in schools.
... Additionally, it is crucial to explore their thought processes as they develop and use assessment practices, interpret student work, and assign grades. As educators' assessment skills and practice are both crucial factors for addressing student learning needs, instruction, and assessment practices (Guskey, 2020;Kapunda, 2022;Nenty et al., 2021). This raises several timely issues related to understanding teachers' assessment methods, and instructors adhere to quality assessment methods to cater to the learning needs of students. ...
Assessment skills are an essential part of the assessment in the classroom for effective learning.
These skills influence on practices of teachers for classroom assessment. This study seeks to
evaluate the perceived competence and assessment practices of secondary school teachers
regarding assessment. Quantitative research was employed to gather data from the participants.
The sample was selected through multistage sampling, where at the first stage, schools were
chosen through ratio sampling and at a later stage, the teachers from each school were selected
through convenient sampling. Only hundred (N=100) teacher at the secondary school level
were selected from public and private schools. The data was collected by visiting the schools
through survey questionnaire. The data was analyzed using inferential statistics, including
association between variables and mean differences. The results indicate a positive relationship
between assessment skills and assessment practices. The study concluded that teachers should
know about assessment skills and assessment practices to evaluate the students learning in the
classroom for better academic results. It is recommended that school directors should arrange
a training workshop for the teachers to increase their knowledge and skills in assessment
practices in the classroom.
... Additionally, it is crucial to explore their thought processes as they develop and use assessment practices, interpret student work, and assign grades. As educators' assessment skills and practice are both crucial factors for addressing student learning needs, instruction, and assessment practices (Guskey, 2020;Kapunda, 2022;Nenty et al., 2021). This raises several timely issues related to understanding teachers' assessment methods, and instructors adhere to quality assessment methods to cater to the learning needs of students. ...
Assessment skills are an essential part of the assessment in the classroom for effective learning. These skills influence on practices of teachers for classroom assessment. This study seeks to evaluate the perceived competence and assessment practices of secondary school teachers regarding assessment. Quantitative research was employed to gather data from the participants. The sample was selected through multistage sampling, where at the first stage, schools were chosen through ratio sampling and at a later stage, the teachers from each school were selected through convenient sampling. Only hundred (N=100) teacher at the secondary school level were selected from public and private schools. The data was collected by visiting the schools through survey questionnaire. The data was analyzed using inferential statistics, including association between variables and mean differences. The results indicate a positive relationship between assessment skills and assessment practices. The study concluded that teachers should know about assessment skills and assessment practices to evaluate the students learning in the classroom for better academic results. It is recommended that school directors should arrange a training workshop for the teachers to increase their knowledge and skills in assessment practices in the classroom.
Keywords: Assessment Skills; Practices; Classroom; Secondary School; Teachers
... Within the context of restructuring Iranian system of education, many attempts have been made to improve the educational standards with regard to Teaching English as a Foreign Language (TEFL) context and the English as a Foreign Language (EFL) learners' language learning in an outcome-based approach that can identify and fulfill their needs through teaching and observing their learning processes. According to Nenty, Adedoyin, Odili, and Major (2007), education has a positive impact on the behavior of learners, the quantity and quality of which can only be identified by actual assessment practices. ...
Within the framework of professional development, teachers adapt, develop, and complement their pedagogical competences and behavior, and they become an agent of change. In this regard, teachers' awareness of the components of pedagogical competence plays an important role. The current paper addressed the components of assessment strategies and teaching skills and investigated Iranian university instructors' awareness of these components with regards to their personal, professional, and educational backgrounds. In so doing, a 29-item questionnaire already established in terms of validity and reliability was administered to 72 university instructors practicing teaching in Guilan universities. Analysis of the results revealed that the instructors used different assessment strategies and employed various teaching skills with regard to their gender, teaching experience, fields of study, and university degrees. The results may be practically utilized by education authorities to provide instructors with appropriate trainings to augment the instructors' teaching and learners' learning in the end.
... Increased job opportunities and improved livelihoods can go some way towards easing the pressures that give rise to poverty, social unrest and conflict. However, higher-order cognitive skills also appear to lay foundations for more direct and sustainable societal transformation (Nenty et al., 2007). ...
Education systems face mounting pressures to equip their learners with the right combination of knowledge, aptitudes and competencies. Higher-order cognitive skills as identified in Bloom’s taxonomy of learning objectives appear to confer a range of economic and social benefits, for both individuals and their community. Through quality education, these skills can nurture increased enterprise and
innovation to generate sustainable livelihoods, meet customer needs and exploit emerging opportunities. Similarly, cognitive development can assist learners, their families and societies to understand and tolerate difference, and empower them to participate more effectively and plan more proactively towards a better future.
This paper therefore contends that cognitive skills need to be prioritised within curricula for basic schooling in addition to more advanced levels of education and training. To this end, it draws on qualitative research conducted in 2012 to examine attitudes towards children’s cognitive development among major donors and agencies in Rwanda. Through a series of semi-structured interviews and applying a human capital framework, the study explores how schooling prepares learners to think creatively and critically to engage with ideas and solve problems. The findings identify system features and initiatives that appear to foster cognitive skills, as well as many complex political, cultural and educational factors that are likely to impede their development in Rwanda and elsewhere.
The paper concludes with recommendations to promote increased higher-order cognitive skills for sustainable futures, and reflects on implications for curriculum design, teacher training, assessment practices and early childhood interventions.
Full paper also available online at http://www.camb-ed.com/download/file/127/111/bayley-education-for-enterprise-and-empowerment-ukfiet-2015pdf.
... Teacher acceptability of various modifications in inclusive settings is a critical issue in understanding why modifications are made or not made for students facing difficulties (Subban, 2006). The aforementioned studies of teacher judgments of acceptability and fairness of modifications contribute to our knowledge base regarding teachers' perceptions of testing modifications in different countries (e.g., Jayanthi et al., 1996;Molto, 2003;Nenty, Adedoyin, Odili, & Major, 2007). For instance, Gajria et al. (1994) asked 64 general education teachers of grades 7 through 12 to respond to a questionnaire consisting of items pertaining to teacher knowledge of testing adaptations, common types of modifications used in general education classrooms, teachers' perceptions of integrity for specific testing modifications, and the ease of use and effectiveness of testing modifications. ...
The objectives of this study were threefold: (a) to determine whether the Unit-ed Arab Emirates (UAE) general and special education teachers were making any specific testing modifications for students with disabilities; (b) to survey UAE general and special education teachers’ perceptions of testing modifications in terms of their usefulness, easiness, and fairness; and (c) to explore possible differences between general and special education teachers’ aware-ness and perceptions of testing modifications. Two hundred and eleven UAE general and special education teachers participated in this study. Results re-vealed that participants have a moderate level of awareness of testing modifications when assessing students with disabilities. Additionally, UAE teachers as a group perceived testing modifications as easy to make and fair. Statistically significant differences were found between general and special education teachers where special education teachers were found to be more informed than general education teachers.
... Teachers are key catalyst of the education process. Their instructional and classroom assessment practices are a means by which the education system is enhanced and defined (Nenty, Adedoyin, Odili, & Major, 2007). ...
... Apart from the application of HOT skills, Zhang and Judith (2003) argue that an assessment should also ensure the continuity of students' learning. According to Nenty et al. (2007), an effective assessment has two main characteristics; allows the recognition of students' level of learning and acknowledges the effectiveness of teachers' teaching activities. Above from that, Zhang and Judith (2003). ...
... Assessment helps teachers classify students into specific groups, improve teaching methods, and measure students' readiness both attitude, mental, and material readiness (Retnawati, Hadi, & Nugraha, 2016). The inability of teachers to conduct effective assessments will bring difficulties for teachers in maximizing learning in the classroom (Nenty, Adedoyin, Odili, & Major, 2007). The success of assessment process depends on the selection and use of appropriate and effective procedures, as well as on the correct interpretation of student achievement (Bordoh, Eshun, Quarshie, Bassaw, & Kwarteng, 2015). ...
... The results also do not agree with the findings of Nenty et al. (2007). Their study reported that primary school teachers in Botswana and Nigeria rated themselves as incompetent in the application of knowledge of the levels of Bloom's cognitive domain in actual classroom practice for enhancement of quality education. ...
This paper reviews the literature on the benefits, risks, and challenges of e-government implementation, as e-government is becoming a global concept for transforming government business. The researchers adopted interpretive approach using qualitative analysis since it is inductive and would allow for better understanding of deeper structure of phenomenon within cultural and contextual situations. Case study research approach was adopted with questionnaires and face-to-face interview survey carried out in public service organisations in Nigeria. From the analysis and findings, the researchers were able to describe the state of e-government in developing country—Nigeria and to make recommendations for its successful implementation.
... Classroom assessment practices of teachers play a central role in determining the quality of education. Their perception as to the place of their classroom assessment practices in ensuring quality education is weak and fuzzy (Nenty, Adedoyin, Odili & Major, 2007). Danielson (2008) observed that although teachers are trained to develop sound and valid assessment measures, their perceptions and beliefs may affect the way they teach and assess their students. ...
The study focused on exploring science teachers' perception of classroom assessment in secondary schools of Bangladesh. A mixed method approach was used to explore science teachers' perception of classroom assessment by identifying their concept about classroom assessment and how they conduct assessment activities in science classes. A total of thirty teachers (twenty male and ten female) were chosen randomly to collect quantitative data and twelve teachers were chosen purposively for qualitative data collection from six secondary schools in Dhaka. The study used a questionnaire and interview protocols as main sources of data collection. The study revealed that teachers are holding misconceptions about idea of classroom assessment. Majority of the teachers perceive classroom assessment as summative assessment and it should be through oral questioning. Analysis of quantitative and qualitative data exhibited that teachers perceive students should be assessed both lower and higher order learning using different techniques (self-assessment, peer assessment) and modes (oral, written) of assessment and at the same time they believe that it's difficult to use multiple techniques and modes of assessment in science classrooms. The overall findings of the study suggest that teachers don't have clear idea about classroom assessment that results in holding conflicting perception about science classroom assessment.
... Classroom assessment practices of teachers play a central role in determining the quality of education. Their perception as to the place of their classroom assessment practices in ensuring quality education is weak and fuzzy (Nenty, Adedoyin, Odili & Major, 2007). ...
Classroom assessment is an essential part of education. The study investigated teachers’ perceptions of classroom assessment and their current classroom assessments practices in secondary science in Bangladesh. Specifically, the study sought to gain an understanding of to what extent teachers use different classroom assessment strategies to understand and to support both teaching and learning processes and how their perception is related with their classroom assessment practice. The study was mainly quantitative with some integration of qualitative approach. Data sources were secondary science teachers and their science classrooms. The study
used a questionnaire to establish the teachers’ perceptions of classroom assessment in science, a lesson observation protocol, and pre lesson and post-lesson observation interview protocols as main sources of data collection. A total of thirty teachers (twenty male and ten female) were chosen randomly from six secondary schools in Dhaka city. The findings suggest that teachers perceive classroom assessment as summative assessment. What teachers said about their classroom assessment practice was not reflected during their teaching. Therefore, the teachers’ perceptions of classroom assessment have no significant relation with their classroom assessment practices.
... These aspects of changes are determined by assessment (Nenty, Adedoyin, John. Odili & Major, 2007). Secondly, provision of more concrete evidence for justifying judgments about students' work, placing students in various programmes, receiving funds for student achievement is demanded by different stakeholders. ...
... The Spanish-and Portuguese-speaking countries in South America have developed new standardized assessments of student learning at the national levels and also new regional assessments (Valdés Veloz, Treviño, Castro, Costilla, & Acevedo, 2009). But the limited amount of research on classroom practice finds that most teachers still use traditional assessment approaches (Chisholm, 2004;Nenty, Adedoyin, Odili, & Major, 2007;Otiato Ojiambo, 2008;Prieto & Contreras, 2008;Saldanha & Talim, 2007;Vandeyar & Killen, 2007;Zamora Hernández & Moreno Olivos, 2009). ...
Through initiatives like Assessment and Teaching of 21st Century Skills (ATC21S ) Intel® has been collaborating with governments and policy-makers to create new national standards and national assessments. But Intel’s professional development programs help teachers use assessment for learning as part of a 21st century learning environment. In this paper, we highlight the research on six assessment strategies that should be part of a 21st century learning environment and encourage ministries to consider how these strategies may play a role in their own reform efforts: 1) Rubrics, 2) Performance-based assessments (PBAs), 3) Portfolios, 4) Student self-assessment, 5) Peer-assessment, 6) Student response systems (SRS).
... Many of the Spanish-and Portuguesespeaking countries in South America have developed new standardized assessments of student learning at the national levels and also new regional assessments [19,20]. But the limited amount of research on classroom practice finds that most teachers in less developed countries still use traditional assessment approaches [15,[21][22][23][24][25][26][27]]. ...
Global policymakers are increasingly promoting the improvement of standardized examinations in developing countries, but the role of teacher-made classroom-based assessments is often ignored. Our research experience with the Intel® Teach professional development programs and other programs suggests that such approaches have great potential to provide students and teachers with feedback to guide and deepen learning. In this paper, we review the existing literature on assessment for learning in developing countries and propose that policy makers consider supporting research and development in five strategies: rubrics, performance-based assessments, portfolios, student self-assessment, and peer-assessment.
This paper assessed the perception of physics teachers on how the Bloom taxonomy of cognitive domain enhances the quality of test items in Minna Metropolis, Niger State. Fifty-three Physics teachers were selected through simple random sampling technique across twenty Public Secondary Schools and nineteen Private Secondary Schools in Minna metropolis area of Niger state. The instrument used for data collection was a four likert scale Questionnaire. A reliability coefficient of 0.86 was obtained, using Pearson product moment correlation formula. Three research questions were raised and three null hypotheses were formulated and tested at 0.05 alpha level of significance. Mean, standard deviation, ANOVA and t-test were used to analyze the data collected. The findings showed that Secondary school Physics teachers perceived Bloom taxonomy of cognitive domain is good and ethical for educational assessment. It was then recommended that the use of test blue print should be promoted by teachers, curriculum planners and the government since it enhances content validity of test items.
In the views of cognitive psychology, humans are problem solvers whose thinking operates much like a computer. Hence, affect and cognition are inextricably intertwined in the learning process and form the basis for critical thinking and action learning. Teachers in their effort to teach are to recognize learned structures as a result of the interaction between affect and cognition. This study investigated the effect of secondary school Teacher's perception and awareness on the development of affective domain among students on teaching and learning. A total number of 100 participants (teachers) teaching in, State government, federal government, missionary and community secondary private school were drawn from Umuahia North Local Government area. On the Questionnaire using a three point modified Likert type scale. Seven hypotheses were formulated bordering on teachers role in developing affective domain, formation of positive behaviour, use of standard test, test construction, use of such test in interpretation and communication of such results to students. Statistical analysis was done using T-test and percentage average (%). The result of the study shows that most secondary school teachers are aware of their roles in the development of the affective domain in their students. Since the results from the various roles expected to be played by teachers are played accordingly. The implication of this study is that more effort should be made by teachers to develop the right affective domain in students for this will help them (students) become worthy citizens of the nation. Teachers should also deviate from placing much emphasis on cognitive development of students than the affective but rather see to the three domains as closely one. There is need for further study to be carried out in other to continually monitor the level of awareness of teacher responsibility in developing affective domain in students. This will help in sustaining the awareness among teachers.
Assessment plays a significant role in determining the quality of education. This is particularly so when students are properly assessed using various appropriate methods of assessment. This study investigates teachers' assessment methods and the challenges they encounter in assessing learning in an Ethiopian university. A convergent parallel mixed-method research design was used. A total of 166 from 210 sample teachers completed and returned the questionnaire. Moreover, six heads of departments and six teachers were selected for the interview. The results indicate that teachers largely depend on written assessment methods against innovative/alternative methods that would have been used to uncover students' creative and proficiency in their study areas. However, teachers encounter challenges as they attempt unfamiliar (but innovative) assessment methods. The study reveals that making the students creative and proficient in their study areas is simply untenable if teachers continue to utilise current assessment practices. This study acknowledges the contribution of effective assessment to making the students proficient in their study area. Implications of the current assessment practices are discussed and consequently, recommendations for the enactment of innovative/alternative methods are made.
Student assessment, particularly at classroom level, remains an integral part of teaching and learning and is a driving force for the implementation of educational policies and practices in many countries. Nevertheless, problems associated with teachers' classroom assessment practices continue to exist in schools and research shows that teachers still feel dissatisfied with the type of assessment training they receive during their pre-service training. A survey questionnaire was administered to 691 government primary and secondary school teachers in Botswana to determine the relationship between teachers' level of assessment training and the extent at which they used classroom assessment practices. The key research question was: how does a teacher's level of assessment training predict the extent at which they use different classroom assessment practices? Hierarchical regression results revealed that having attended an in-service/workshop in assessment and having taken a course dedicated to assessment showed significant relationships with how teachers use different classroom assessment practices. On the other hand, having no training in assessment and merely taking an assessment topic in a course that covers other topics did not yield any significant results. These findings are an indication that intensifying teacher assessment training remains integral to assessment practices teachers are likely to use in their classroom teaching. Results from this study can be used as a framework for informing educators to re-think their assessment training methods to focus more on building teacher competences in assessment. Practical and policy implications are discussed.
Large class size is an issue in testing at all levels of Education. As a panacea to this, multiple choice test formats has become very popular. This case study was designed to diagnose pre-service teachers’ competency in constructing questions (IQT); direct questions (DQT); and
best answer (BAT) varieties of multiple choice items. Subjects were 88 third year pre-service teachers of the Faculty of Education, University of Calabar, Nigeria, selected through multistage sampling procedure. Data was collected as mid semester assessment in Test and Measurement course.
Students were required to construct 10 items each on IQT, DQT and BAT. Means, bar chart, ranks, dependent and independent t-tests were used to analyze the data. Findings indicated that pre-service teachers’ used in this study demonstrated high competency in construction of multiple choice
test items, except for BAT, where subjects experienced serious difficulty. Generally, competency in construction of different varieties of the multiple choice test items does not depend significantly on teachers’ gender. Females however performed significantly better than their male
counterparts in construction of BAT. It was concluded that competency in constructing one variety of test type, does not necessarily mean competency in all test types.
This study evaluated perceived assessment practices needs among social studies teachers in Cross River State, Nigeria, in relation to some teacher factors (attitude towards social studies, sex, teaching experience and educational qualification). Subjects who participated in this study were 297 social studies teachers (144 males and 153 females) from 116 secondary schools in the state. Teacher Classroom Assessment Practices Needs Questionnaire (TCANQ) and Teacher Attitude towards social studies Inventory were used for data collection in the study. Cronbach coefficient alpha of .81 and .93 were obtained as estimate of construct validity and internal consistency reliability for the Teacher Classroom Assessment Practices Needs Questionnaire and the Teacher Attitude towards social studies Inventory respectively. Independent t-test, one way analysis of variance and Pearson Product Moment correlation were used to test the hypotheses. Results indicated that gender and teacher qualification significantly influence perceived assessment practices needs of social studies teachers. Significant positive relationship was observed between years of teaching experience and expressed assessment practices needs; and between attitude towards social studies and assessment needs. It was concluded that factors such as years of teaching experience, attitude towards social studies, gender and educational qualification significantly influence social studies teachers perceive priority needs in assessment practices.
This study develops a hard systems model for learning that differs from traditional or intuitive models. Research in educational psychology and cognitive science provides the basis for the model. The paper also presents a traditional soft system view of the craft of teaching. Perception, memory, and concept formation are presented as the essential ingredients for effective learning. The systems models for learning and teaching are defined and contrasted, and instructional implications are discussed. Agricultural educators teach; they train prospective teachers, and they offer inservice to practicing teachers. This is education. These educators have historically spent the majority of their research and instructional time studying and teaching the craft of teaching. University professors, who may or may not have had any formal teacher training, practice the craft of teaching. This paper presents a review that moves toward a scientific basis for the craft of teaching.
Accomplishing higher order thinking requires analysis or understanding of the new situation, a background of knowledge of methods which can be readily utilized, and some facility in discerning the appropriate relations between previous experience and the new situation (Bloom, 1956). Mastering the higher order thinking of which Bloom speaks is one of the most significant activities of life. How are professors in a College of Agriculture performing? A variety of instruments including an aspiration survey, and attitude scale, a demographic form, and an assessment instrument were used in a study of 28 purposefully selected faculty members from each of eight departments/schools in a College of Agriculture to examine relationships among the variables. It was found that professors aspired classroom discourse to be balanced across the levels of cognition. However, a preponderance of discourse occurred at the lower levels of cognition, regardless of the course level or subject area. Do professors desire to change the cognitive level of discourse in their classrooms? As agricultural educators, important responsibilities include educating colleagues on current teaching issues. The issue of teaching critical thinking must be addressed in today's learning environment. There is every reason why agricultural educators should be leading this trend, considering the diverse directions agriculture has taken.
Discusses the need for teachers of agricultural education to (1) have and practice a philosophy of teaching; (2) encourage their students to think; (3) continue to develop as teachers; and (4) make agricultural education work. (JOW)
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