Classroom Assessment Practices Research Articles

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.

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.

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.

Classroom Assessment Practices

Classroom 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

AbstractTeachers’ 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.

Evaluating Educators: A Comprehensive Study of Teachers' Assessment Skills and Practices

The study delved into the evaluation of teachers' assessment proficiency and classroom assessment methodologies within the context of five distinct academic programs. The research findings unveiled the commendable abilities of teachers in various aspects, including their adeptness in paper-pencil tests, performance assessments, authentic assessments, item analysis, and effectively communicating assessment results to their students. Remarkably, both teachers and students held positive perceptions of these assessment skills across these different domains. The study's results further illuminated that there was no discernible relationship between the gender of teachers and their assessment skills. However, a substantial correlation emerged between the teaching experience of educators and their assessment practices. This indicated that more seasoned teachers tended to exhibit superior assessment skills, underscoring the role of experience in this regard. Significantly, there were no substantial disparities in classroom assessment practices and the proficiency of teachers in assessment skills among the various academic programs under scrutiny. These findings underscore the critical significance of continuous professional development as a means to augment assessment competencies among educators. Such development initiatives are pivotal in contributing to enhanced student learning outcomes across diverse educational settings.

Examining Classroom Assessment Practices of Secondary School Teachers in Shiwang’andu District, Muchinga Province, Zambia

The purpose of the study was to investigate the classroom assessment practices of secondary school teachers in Shiwang’andu District, Muchinga Province, Zambia. The objectives were to: describe the assessments that were being used by teachers in sampled schools; determine teachers’ use of classroom assessment results; as well as establish viewpoints of teachers about classroom assessments. The study adopted a descriptive survey design and targeted 62 respondents from 10 selected secondary schools including the District Education Board Secretary (DEBS) office. Simple random sampling was used to sample the teachers, while the Heads of Department and Head teachers were selected conveniently. Purposive sampling was used to sample the District Education Standards Officer (DESO) and the District Resource Centre Coordinator (DRCC). Questionnaires and key informant interviews were used as data collection tools with descriptive statistics and narrative analysis used as data analysis methods for quantitative and qualitative data respectively. The study established that there were more secondary school teachers that use traditional assessments (71%) as compared to those that use contemporary assessments (29%) in sampled schools. Additionally, most respondents (42%) said that they used classroom assessment results to point out the difficult learning areas, identifying what pupils think and how they think and what they understand. 34% of the respondents use classroom assessment results to diagnose the effectiveness and drawbacks of teaching methods.
 24% of the respondents indicated that they use classroom assessment results to make decisions regarding pupils’ grade retention and promotion. The results also indicate that the majority of the respondents (48%) were of the view that pupils should only recognize rather than generalize their own answers in classroom assessment tasks and the teacher should only evaluate the pupils based on mastery of skills and knowledge. 29% of the respondents indicated that pupils must be assessed in diverse modes and the teacher must give assessments that match with pupils’ development level. 23% of the respondents said that pupils must be assessed beyond classroom environment and the teacher to give assessments that promote higher learning skills and problem solving. The Zambian Ministry of General Education and school administrators in Shiwangandu District should ensure that all teachers with teaching certificates go for further training and take more courses in assessment to improve their skills and use of up-to-date desirable classroom assessment practices.

Formative Use of Assessment to Foster Self-Regulated Learning: the Alignment of Teachers’ Conceptions and Classroom Assessment Practices

AbstractThis study investigates the pivotal role of self-regulated learning in higher education and explores to what extent teachers’ conceptions of formative assessment influence the development of students’ self-regulated learning skills. Despite the recognised significance of self-regulated learning, many students in higher education lack effective self-regulation strategies. Therefore, the teachers’ role is paramount. We investigated teachers’ beliefs and practices concerning assessment and the influence on self-regulated learning development through qualitative interviews with 16 teachers from different programmes. Findings reveal that teachers, influenced by their conceptions, strive to provide feedback primarily at the task and process levels, not adequately addressing the self-regulation level. While teachers acknowledge the importance of fostering self-regulated learning when inquired, their classroom practices lack a focus on the self-regulation level, often assuming students acquired the necessary skills from previous education. The study underscores a misalignment between teachers’ recognition of the importance of self-regulation learning and their actual practices. Recommendations emphasise the necessity of raising awareness among teachers about the important role of feedback in enhancing students’ self-regulation, addressing the current gap in educational support. Future research should explore how to bridge this awareness-practice gap and create an environment conducive to the development of self-regulated learning.

ESL Teachers’ Perceptions of Effective Classroom Assessment Feedback

Feedback is integral to classroom assessment. Language development is maximized if teachers and students use feedback more efficiently and effectively (Brown, 2019). This study examined how primary and secondary ESL teachers use classroom assessment feedback effectively to support student learning, actively involve young language learners in the feedback process, and support young language learners in understanding and using classroom assessment feedback. Fifteen ESL teachers were recruited for this study using convenience sampling. All the teachers participated in one-on-one semi-structured interviews through a web-based video conferencing platform. I developed an interview protocol, which helped to guide each interview and allowed me to ask follow-up questions as needed. The main aims of the interviews were to get information about the teachers’ classroom assessment practices, classroom assessment feedback, self-assessment practices, peer assessment practices, and strategies to help their students make sense of the feedback and make use of it. The findings suggest that teachers perceive classroom assessment feedback as a dialogic process in which teachers and students discuss the feedback to help students understand and use it. The teachers actively engaged students in the feedback process using peer and self-assessment. However, teachers must provide much support to help students understand and use the feedback effectively to promote learning. Some implications for practice and suggestions for future research are also provided.

Finnish Compulsory School English and Swedish Teachers’ Classroom Assessment Practices

The study explores Finnish compulsory school language teachers’ formative and summative assessment practices. It aims at finding out what formative and summative assessment modes and tools the teachers use and what kind of evidence they collect for students’ final grades. The data were gathered through questionnaires administered in national evaluations of learning outcomes. The results indicate that teachers use multiple tools, i.e., scores, information on a task’s objective, oral feedback, and model performances. They listen to students paired discussions and talk with students about their progress. Students also assess their own skills. Teachers’ feedback on exams was information on a task’s objective, oral feedback, and model performances. When deciding on final grades, teachers use as evidence written tests and students’ working in lessons. However, there were some differences between languages and syllabi. Teachers gave the final grades based on students’ language proficiency at a given moment stressing the curricula’s content areas related to language proficiency. At the same time, teachers indicated to be basing their grades on averages in all the different content areas. The study has implications for teachers’ assessment literary training and for exploring more in detail the factors impacting students’ final grades.

TEACHERS CONFIDENCE OF CLASSROOM ASSESSMENT PRACTICES: A CASE OF BASIC SCHOOLS IN UPPER DENKYIRA WEST DISTRICT, GHANA

Teachers' confidence in classroom activities has been a major concern for educators and major stakeholders in Ghana. However, the literature suggests that showing higher confidence in classroom practices positively impact students learning outcome. The specific purposes of the study were to determine whether teachers are confident in (1) monitoring, analysing, and communicating assessment results and (2) assessment, design, implementation, and feedback. The study also sought to find out whether gender plays a role in teachers’ confidence in classroom assessment practices. A descriptive research design was adopted for the conduct of the study. The population for this study comprised all public basic schools in the Upper Denkyira West District. The purposive Sampling technique was used to select 137 out of 187 Lower Primary School Teachers (Basic 1-3). A standardised inventory called “Classroom Assessment Inventory” developed and validated by Christopher DeLuca, Danielle LaPointe-McEwan, and Ulemu Luhangain in 2016 was adopted for this study. It was found that primary school teachers were generally more optimistic about their ability to put the various classroom assessments into practice in the classroom. Overall, the study found that teachers have a higher level of confidence in their assessment practices in the classroom. It was also revealed that there is no statistically significant difference between confidence in classroom assessment and the gender of teachers. It was recommended that Ghana Education Service through District Directors of Education should organize in-service training and workshops for all teachers to partake in irrespective of their gender.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0011/a.php" alt="Hit counter" /></p>

Data Literacy Competencies for Informed Classroom Assessment Practice: Challenges and Measures

Data Literacy Competencies for Informed Classroom Assessment Practice: Challenges and Measures

Exploring teachers’ conceptions of assessment: A quantitative study in a secondary school setting

This study aims to unveil the conceptions of assessment held by secondary school teachers, which have a significant impact on their classroom assessment practices and students' study habits. The four variables that underpin the conceptions of assessment in this study are improvement, school accountability, student accountability, and irrelevance. The research was conducted in a single district of Selangor, with the participation of 80 secondary school teachers. Descriptive findings reveal that the conception of improvement garnered the highest level of agreement among participants, while school accountability received the lowest level of agreement. Furthermore, a MANOVA analysis was employed to investigate the potential influence of gender and years of teaching experience on participants' perceptions. The analysis demonstrates that neither gender nor years of teaching experience significantly affect participants' conceptions of assessment. This study's outcomes are expected to provide valuable insights to all education stakeholders, particularly those concerned with secondary school assessment practices, regarding teachers' conceptions of assessment.

Classroom Assessment Implementation Practices (PBD) in Primary Schools in Malaysia

This study aims to identify practices in Classroom Assessment (PBD) that need to be applied by teachers in Malaysia. The objective of the study is to identify classroom assessment practices in teacher teaching. This paper is in the form of a concept paper to identify the best practices in the implementation of PBD through analysis of documents related to PBD. The findings of this concept paper show that there is indeed a need to develop an assessment module for each subject to facilitate teachers in the implementation of PBD in schools. This is because teachers need to be guided with enough material so that the generation of Human Capital that is educated achieve what is desired in the National Education Philosophy.