Classroom Assessment Practices Research Articles

Analysis of the Training Needs for Science Teachers in Classroom Assessment at Secondary Level

The purpose of the study was to explore the perception of Science teachers and school Principals about the training needs of science teachers in classroom assessment practices at the secondary level in two sampled districts of Malakand division. The population of the study comprised the science teachers and principals of two districts Swat and Malakand. The study was descriptive and quantitative. The data were collected by using survey questionnaires and analysed by using appropriate statistics through SPSS version 26. The results indicated that both science teachers and principals were not satisfied with science teachers’ classroom assessment practices and added that they may need intensive training in classroom assessment practices at the secondary level. Therefore, it was recommended that the science teachers should be trained in theory and classroom assessment practices for continuous formative assessment and feedback.

Classroom Assessment Practices of Junior High School Social Studies Teachers in Ghana: The Case of Ga East Municipality

Classroom Assessment Practices of Junior High School Social Studies Teachers in Ghana: The Case of Ga East Municipality

Teacher’s Mindset and Mathematical Competencies Development: An Appraisal of Intervention Actions for Curriculum Change Adoption

Teacher’s mindset effects on curriculum implementation. A competency-based curriculum focuses on developing competencies in learners rather than transferring knowledge from teacher. There is concern why changed competence-based mathematics curriculum is not implementing well in school. This study, thus, explores the teachers' mindset and their classroom practices for mathematical competencies development in students. This is an action research based on a qualitative study was planned to intervene some tools expecting to bring changes in teachers’ mindset and influence on classroom practice while implementing the curriculum. The major intervention tools were: a learning outcome log, theme-wise result of learning, and a portfolio. Data were collected using the daily logbook for observation and interview data were kept in written notes. Intervention prior and post changes activities was analyzed based on the seven steps of the Concern Adoption Model (CBAM) as a theoretical base. The results of the study showed the changes in teachers’ mindset and classroom teaching and assessment practices after the intervention justifies the application of concern adoption model for the implementation of the new curriculum as desired.

Teacher attributes as predictors of assessment practices in public universities of Ethiopia

Background Higher education teachers dwell on various classroom assessment practices. Their assessment practices play a significant part of the teaching learning process and in determining student achievement. In this respect, their different attributes determine the nature of their classroom assessment practices. This cross-sectional survey study aimed to examine differences in assessment practices among public university teachers with respect to their academic status, teaching experience, assessment training and specializations. Methods The study adopted Assessment Practices Inventory (API) which was distributed to a sample of 380 randomly selected teachers from four public universities. The majorities (93.4%) of questionnaires which were properly completed were entered to SPSS version 25 software and used for analysis. Multivariate analysis of variance (MANOVA) was used for analysis and Pillai’s Trace was utilized for interpretation of the results. Results The results showed that academic status (P= .000); teaching experience (P = .000); and assessment training (P =.030) had significant differences for the combined dependent variables (assessment practice). However, field of specialization (P =.130) did not show significant difference in the overall assessment practice although differences were observed in assessment design and interpretation. Conclusion Academic status, teaching experience, and assessment training are important attributes of teachers that shape their assessment practices. Therefore, as teachers hold the sole responsibility of classroom assessment, training and development courses in assessment, experience sharing and learning opportunities are necessary regardless of their specializations, academic status, and teaching experience.

Development and effectiveness of digital classroom assessment document for form one mathematics in secondary school

Classroom assessment is essential for tracking students’ progress and improving teaching and learning in the classroom. However, the lack of clear documentation to guide teachers in assessing student mastery often hinders effective communication between teachers and stakeholders about the students’ progress. This study aimed to develop and test the digital classroom assessment document (CA-Do) for form one mathematics to improve classroom assessment practices. Design research and development method, based on ADDIE model, was used to create the digital CA-Do, and 55 mathematics teachers from 55 schools were sampled using stratified sampling. The data collected was then analyzed using SPSS version 27. The digital CA-Do received a satisfactory expert validity score of content validity index (1.00), and found all four tested sub-constructs (i.e., usefulness, ease of use, ease of learning, and satisfaction of use) to be of high level. There were significant differences in teachers’ knowledge post-familiarization with the digital CA-Do. The study concludes that the digital CA-Do can aid teachers in recording the intervention and impact of teaching and learning information and consistently assessing pupils’ mastery level. This research provides guidance to educators on how to modify their classroom assessment strategies to enhance teaching outcomes and classroom assessment methods, particularly formative assessment.

Three Ghanaian pre-service teachers’ conceptions of assessment literacy

Assessment literacy is the knowledge and skills one needs to develop and practice in order to investigate what students know and can do, interpret the results of assessment, and use such results to decide how to improve learning effectively. This study explored pre-service teachers’ assessment literacy and the implications thereof for the teaching and learning of mathematics. Three second year pre-service teachers enrolled for Diploma in education consented to participate in the study. Data were generated through semi-structured interviews and analysed using thematic analysis. Findings revealed while pre-service teachers’ conceive assessment as an ongoing process aimed at gathering information about students’ learning their conception is more grounded on assessment being summative. While the study only focused on pre-service teachers’ conception, we recommend that pre-service teachers’ classroom assessment practice should be investigated, to ascertain how their knowledge of assessment informs their classroom practices.

Secondary School Teachers' Perception of Classroom Assessment Practices in ESL Classrooms

Secondary School Teachers' Perception of Classroom Assessment Practices in ESL Classrooms

International trends in the implementation of assessment for learning revisited: Implications for policy and practice in a post-COVID world

This paper discusses the evolution of assessment for learning (AfL) across the globe with particular attention given to Western educational jurisdictions. Scholars from Australia, Canada, Ireland, Israel, New Zealand, Norway, and the United States discuss prominent assessment reforms within their respective countries over the last decade. Particular attention is given to the impact of the pandemic as well as technological developments for classroom assessment policies and practices. Ongoing tensions that exist between AfL and summative forms of assessment within national policy initiatives are also revisited in relation to the seminal version of this article published 10 years ago.

A Review of Classroom Assessment Practices with Special Reference to National Professional Standards for Teachers in Peshawar (Pakistan)

The problem under study was to review classroom assessment practices with special reference to national professional standards for teachers in Peshawar (Pakistan). This study will help to find gap assessments and provide useful information and guidelines for improvement. The population of the study comprised all boys' secondary school teachers working in the district of Peshawar. A sample of 392 (secondary school teachers, 148 from urban & 244 from rural) was selected through random sampling with the help of the Raosoft sampling calculator. The main objectives of the study were to determine the secondary school teachers' understanding of the national professional standards for teachers in Khyber Pakhtunkhwa. To find out the secondary school teachers' classroom assessment practices in the light of national professional standards for teachers in Khyber Pakhtunkhwa. A self-made questionnaire was used as a data collection tool, having a five point Likert scale by descriptive analysis and inferential analysis consisting of independent T-tests were used to summarize the responses. Most secondary school teachers needed more knowledge and understanding of the NPSTs and acknowledged their potential inadvertent non-compliance in the classroom. Although newly appointed teachers demonstrated more positive outcomes in terms of their familiarity and comprehension of national professional standards for teachers. It was recommended that for effective implementation of NPST, in-service teacher programs. To cope with new challenges in the field of education, NPST would review, improve and contextualize the latest trends and theories in the field of education.

The Effectiveness of Teacher’s Classroom Assessment Practices on Predicting Pupils Learning of English Concept in Public Primary Schools

This paper aimed at assessing the effectiveness of teachers’ classroom assessment practices on predicting pupils’ learning English concept. The main objectives were to assess teacher’s classroom assessment practices in teaching English concept and predicting the pupils’ English performance using the classroom assessment. The study used mixed design approach and data were collected through questionnaires and classroom observations. The study found that the common assessment methods used by English teachers are traditional methods of assessment which based on paper and pencil while modern assessment methods such as portfolio, peer and self-assessment, oral presentation were less used in public primary schools. However, the study found that purpose of assessment was highly perceived by English teachers to be usefulness in classroom assessment practices, while source of test items perceived to be less usefulness. It was also revealed that there was strong positive relationship between excise, test and examination in predicting pupils’ English performance.

Examining the Assessment Practices of Foreign Language Novice Teachers

This paper reports a mixed-methods study at a public university in Colombia. It describes the classroom assessment practices and challenges of 75 novice foreign language teachers. To gather the quantitative data, the participants completed an online survey. For the qualitative data, 11 key informants participated in one-on-one online interviews. Findings revealed that novice teachers predominantly used summative assessment in the classroom and aligned their assessment instruments to large-scale tests. Moreover, novice teachers faced many challenges with classroom assessment, including determining how to assess their students, developing assessment instruments, and interpreting and using assessment scores to inform teaching and learning. In conclusion, novice teachers need more knowledge, skills, and support to handle daily assessment-related tasks.

Use and Usefulness of Assessments to Inform Instruction: Developing a K-12 Classroom Teacher Assessment Practice Measure

ABSTRACT Considerable literature is devoted to teachers’ assessment use to support teaching and learning. The study examined the factor structure of a measure of teachers’ assessment use along the assessments of, for, and as learning purpose dimensions. The study also examined the factor structure of teachers’ perceived instructional usefulness of these dimensions. Together, the measure provides a pulse on classroom assessment practice. The validation effort 1) presents the Classroom Teacher Assessment Use and Usefulness Survey, CTAUUS, for use in research on teachers’ assessment practice, and 2) provides empirical grounding for the distinction among the purpose-related dimensions. Exploratory factor analyses revealed two identical factors for use and usefulness: AoL, with five items on the use of standardized assessments; and a combined AfL and AaL factor with nine items that we had anticipated as two separate factors. The study contributes to developing understanding of the conceptualization and measurement of AfL and AaL constructs.

Classroom Assessment Practices

Classroom Assessment Practices

Re-engineering inclusive classroom assessment practices in a digitalized environment. The mediating effect of digital competencies, instructional practices and assessment literacy

Inclusive assessment is crucial for fostering equity and justice in classrooms by accommodating diverse student needs. However, using uniform assessment tools for all students, regardless of their disabilities and learning requirements, has raised significant concerns. This study addresses the gap in research regarding the administration of inclusive assessments by examining how digital competencies, instructional practices, and assessment literacy mediate the relationship between the digital environment and inclusive classroom assessment practices. A cross-sectional survey was conducted with 2317 academic staff members. The study adapted items from previously validated tools and subjected them to rigorous quantitative validation, establishing reliability through Cronbach's alpha. Data analysis included assessing both the measurement model and the structural equation model. The results indicate that the digital environment significantly predicts teachers' practices related to inclusive assessment, digital competence, and assessment literacy. Furthermore, digital competence has a direct impact on instructional practices, assessment literacy, and inclusive assessment. While the joint mediation effects of digital competence and assessment literacy were significant, the combined effect of instructional practices and assessment literacy was not. These findings have important implications for educational policy and practice, highlighting the need for integrating digital competence into teacher training programs to enhance inclusive assessment practices.

Bearings on Classroom Assessment Practices: From Perception to Practice

This study examines the assessment strategies and practices at Oran 2 University, Algeria. It attempts to explore the impact of assessment procedures on learners’ motivation and academic achievements. This research adopted a mixed-methods case study design wherein both quantitative and qualitative data collection and analysis procedures were used to explore tertiary teachers’ assessment strategies while assessing their learners’ competencies. A random sample of 30 tertiary teachers formed the target population during the first semester of the academic year 2022. Findings reveal that some teachers continue to rely on a limited set of assessment tools as the sole means of evaluation to meet the diverse needs of their learners. However, the study also highlights that teachers also showed a good understanding of the necessary knowledge and training required before implementing assessment tools to provide students with the necessary feedback. The results also indicate an essential need for in-service training, pedagogical support, and professional development to meet the challenges identified by teachers in adapting and maintaining effective assessment practices at all levels of tertiary education.

The Challenge of Classroom Assessment: Analyzing the Discourses of Primary School Teachers from Chile

Research worldwide highlights the lack of teachers’ assessment literacy and shows their beliefs and feelings about being unprepared to face classroom assessment. The same reality has occurred in Chile (Latin America), where participants in this investigation expressed their lack of assessment literacy during their tertiary education. Therefore, following the interpretative paradigm with a qualitative approach, this study tried to reveal how primary school teachers from Chile are prepared for classroom assessment, and if their knowledge of assessment literacy has an impact on their classroom assessment practices. Primary school teachers and university tutor teachers were part of the study (n = 12). Tutor teachers also shared their university study program of the assessment module they taught, which was analyzed and compared with the participants’ answers. Semi-structured interviews were conducted. Themes and codes were defined to organize the data and were analyzed using the discourse analysis technique. The findings of this study reveal that primary school teachers from Chile would prefer a better initial teacher education to improve their performance. Moreover, they manifested the necessity of ongoing support in their professional development to enhance their assessment literacy, and consequently, strengthen the quality of their teaching-learning process inside the classroom.

Exploring the Relationship between Classroom Assessment Practices and Social Studies Curriculum Objectives among Teachers in Junior High Schools: A Case Study of the East Mamprusi Municipality in Ghana's North-East Region

The study examined the relationship between Junior High School social studies teachers’ classroom assessment practices and the curriculum objectives of social studies in the east Mamprusi municipal. Sixty (60) Junior High School Social Studies teachers were involved in the study. Data were collected through the administration of questionnaires, interviews and observation with a mixed-method design employed in the study. Results from the study showed that teachers had a negative attitude towards classroom assessment even though they had a positive attitude towards some assessment techniques; the results also revealed that the teachers preferred to use both traditional and alternative assessment practices in their instructions. It was also revealed that teachers do not align their classroom assessment practices with the curriculum objectives of social studies. It was recommended that teachers’ attitudes towards classroom assessment and their assessment practices should be improved (especially regarding assessing attitudes and values). It was also recommended that refresher courses should be organized for teachers already on the field to upgrade their knowledge and skills in educational assessment based on the curriculum objectives.

Alignment of English as a foreign language teachers’ understanding of classroom assessment practices

<span lang="EN-US">A comprehensive understanding of classroom assessment is essential for improving students’ learning and teachers’ professionalism. This study was conducted to gain better information about teachers’ understanding of classroom assessment compared to their classroom practices. Semi-structured interviews and classroom observations were employed to collect the data. The collected data were then analyzed comprehensively using comparative and argumentative methods. The results were then presented descriptively to establish the findings. The findings showed that some teachers’ classroom assessment practices were consistent with their assessment understanding, while others were inconsistent. The findings suggest that different contextual factors may influence teachers’ classroom practices. Furthermore, English as a foreign language (EFL) teachers need to be re-trained on comprehending the influencing contextual factors to utilize their understanding of assessment in the classroom effectively.</span>

Kielitaidon arviointi koulussa

While assessment is related to all levels of the Douglas Fir Group’s (2016 hereinafter, DFG) framework, in this paper, we focus on language assessment in schools, that is, institutional meso level. However, we will also discuss micro (individual) and macro (societal) levels of the framework. We will discuss school classroom assessment focusing on four themes: (1) the understanding of quality of assessment in formal education, (2) assessment literacy required from teachers, (3) technology in assessment, and (4) challenges and opportunities that multilingualism in society and schools brings for assessment. We will also discuss future developments in Finnish classroom assessment research and practice, or indeed, a combination of the two.

Errors: Springboard for learning or tool for evaluation? Ambivalence in teachers’ error-related beliefs and practices

Teachers’ beliefs about students’ errors are influenced by structural factors and by other beliefs towards education and students that teachers may hold. The literature on this topic has provided some evidence and some mixed results. Furthermore, some structural aspects related to errors have not been considered in framing teachers’ beliefs about errors, such as the use of grades as a classroom assessment practice, which is strongly related to errors in testing situations. Based on these premises, this study aimed to explore teachers’ beliefs about errors and the practices teachers report using to deal with students’ errors in the classroom and teachers’ beliefs about the interdependence between grades and errors. Italian teachers (N = 33) from primary, middle, and secondary schools had been interviewed and the qualitative data were analysed through reflexive thematic analysis. The results showed that, according to teachers, errors acquire different meanings in the learning process, which are related to the roles they play in fostering or not learning. Furthermore, in describing these roles teachers reported to use specific practices to deal with students’ errors. Finally, teachers acknowledged that classroom assessment based on grades has a negative interdependency with errors that makes it difficult to present errors as a fruitful part of learning both in learning and testing situations. Our results reveal the ambivalence of teachers’ beliefs about errors and shed light on the challenges the grading evaluation system poses to teachers.