Abstract
The present study tries to investigate the contribution of primary school teachers’ peer- and self- assessment for effective implementation of active learning in their actual classrooms. In this study, areas in which self-reflection and peer assessment include three broad categories, such as methods of teaching and learning, instructional resource utilization, and assessment techniques employed by teachers in actual classes. The study was carried out on randomly selected primary school teachers of Bahir Dar town (the Capital City of Amhara Region, Ethiopia). Using multistage sampling, five schools were randomly selected out of 25 government primary schools found in Bahir Dar town, Amhara Region, Ethiopia. And then, 50 of the teachers were randomly selected from a total of 157 teachers found in the five selected primary schools residing in Bahir Dar town. Of these sample teachers, 32 were females and 18 were males. Data collection checklists were employed to gather information from teachers about their state of using peer-and self-assessment as a means for promoting the implementation of active learning in their respective classes. The results indicated that teachers’ peer- and self- assessment are insufficient in promoting active learning in primary schools of Bahir Dar town. This study, therefore, proposes means and ways of improving the roles and status of teachers in using active learning in primary schools of Bahir Dar town as suggested in the current ETP (1994) of Ethiopia. Key words: Peer assessment, self reflection, active learning, implementation.
Highlights
IntroductionAchieving the minimum educational quality level is the outstanding concern of Ethiopia as a nation
Background of the studyAchieving the minimum educational quality level is the outstanding concern of Ethiopia as a nation
Fifteen criteria were employed for assessing the status of peer-assessment implementation in primary schools of Bahir Dar town
Summary
Achieving the minimum educational quality level is the outstanding concern of Ethiopia as a nation. This is believed to be realized through the four basic strategies. The strategies, as disclosed in the country’s Educational and Training Policy (ETP), include: professional development, curriculum development, school management, and program evaluation (ETP, 1994). Of these basic variables, teachers’ professional development takes the lion’s share in the move towards bringing quality education in this nation (MoE, 2003). The educational culture which had been flourished in the previous successive educational systems of Ethiopia was believed to obstruct teachers’ practice in conformity with the philosophy of considering learners at the center of instruction
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