Assessment Practices Of Teachers Research Articles

Authentic Assessment Practices of Geography Teachers in the Online Education

This study aimed to determine the professional duty of Malaysian geography teachers to integrate authentic assessment into the teaching and learning process. Questionnaires were distributed online to 379 geography teachers at the secondary school level by a simple online snowball distribution method. Descriptive and ANOVA analyses were used to address each research question. The study's findings revealed that most teachers continued to assess their students using conventional methods. However, online assessment methods were also used in a small percentage of cases. Each variable possessed high knowledge, skills, and professional responsibility practice. Analysis of the relationship between the study variables and teachers' work experience indicated significant differences. In conclusion, the knowledge, skills, and professional responsibility practices associated with authentic assessment implementation were high during the teaching and learning process, and certain online assessment types were under-utilised. The study suggests that the Malaysian Ministry of Education should develop strategies and provide training to enhance the utilisation of various online assessment platforms.

Investigating STEM Secondary School Teachers’ CLIL Assessment Practices in EFL Contexts: the Repertory Grid Technique

Within the context of content and language integrated learning (CLIL), assessment assumes a pivotal role in fostering learning, given the dual emphasis on content and language acquisition. This dual focus engenders a heightened complexity in the assessment process within CLIL classrooms. Despite the escalating prevalence of CLIL classrooms, the aspect of CLIL assessment remains inadequately explored, constituting an unresolved issue in CLIL research and pedagogy. The enquiry into the assessment practices of CLIL teachers serves as a means to elucidate this research lacuna. This study aims to scrutinize the assessment practices employed by five Thai secondary school CLIL teachers, utilizing personal construct theory (PCT) as the foundational framework. Methodologically, data collection encompasses repertory grids and retrospective semi-structured interviews, with a pivotal application of focus grid analysis for data scrutiny and interpretation. The findings revealed that there was a strong preference for interactive and collaborative assessment methods that enhance both language skills and cognitive abilities. In particular, problem-solving tasks, lab experiments, and group discussions are effective in promoting higher-order thinking, while interactive projects and presentations boost language development. In contrast, traditional assessments such as multiple-choice questions are less effective. These findings highlight the need for professional development programmes and supportive educational policies to integrate dynamic, dual-focused assessments into CLIL curricula.

Enhancing Teaching Practice Coordination: Exploring School Mentors' Perspectives on Assessment Rubrics and Their Role in Guiding Student Teachers.

Effective teaching practices are crucial for fostering the intellectual development of learners, thereby making the evaluation of instructional practices during Teaching Practice (TP) sessions imperative. This study aims to investigate primary and secondary school mentor teachers' perceptions about teaching practice assessment rubrics and their role as mentor teachers, all to enhance teaching practice coordination. Drawing from constructivist, social cognitive, situated learning, professional identity development, and critical pedagogy theories, a qualitative case study approach was employed within an interpretivist paradigm. Data were collected through focus group discussions from 77 secondary and primary school mentors during a teaching practice orientation workshop in the central region of Botswana. The analysis of data was thematic, revealing mentor teachers' perceptions of assessment rubrics, challenges faced, and readiness to supervise student teachers. Results indicate that while mentors perceive the rubrics as effective tools, challenges such as lack of clarity and workload burden exist. The study further recommends enhancing assessment rubric clarification, addressing workload issues, improving student teacher resource supports, promoting collaboration, as well as conducting further research on teaching practice coordination. Implementing these recommendations can enhance teaching practice effectiveness, better preparing aspiring teachers for future roles, and fostering a supportive learning environment.

Curriculum and teacher assessment practices in mathematics learning: Alignment with higher order thinking skills in Indonesian secondary schools

Higher-Order Thinking Skills (HOTS) are an essential element in education that must be integrated into curricula and classroom assessments. In Indonesia, educational initiatives have increasingly emphasized the incorporation of HOTS into both curriculum design and assessment practices. However, prior research has primarily focused on the challenges faced by teachers in developing HOTS-based assessments and aligning their teaching with curriculum demands. This study aims to investigate how the Indonesian mathematics curriculum integrates HOTS and evaluate the alignment between the curriculum objectives and teacher-developed assessments in fostering HOTS. The study employed a descriptive qualitative approach and was conducted in two Indonesian high schools, one located in an urban area and the other in a regional setting. A total of 15 mathematics teachers from grades ten, eleven, and twelve participated in the research. Data collection methods included focus group discussions, document analysis of mathematics assessments, and semi-structured interviews. The analysis employed Anderson and Krathwohl’s Taxonomy to categorize cognitive levels. Findings reveal that the Indonesian Mathematics Curriculum predominantly emphasizes Low-Order Thinking Skills (LOTS), and teacher-developed assessments are largely aligned with these LOTS-focused objectives. Furthermore, even when curriculum indicators aim to target HOTS, teachers often struggle to design assessments that effectively evaluate students’ higher-order cognitive abilities. These findings highlight a significant gap between curriculum goals and the practical implementation of HOTS in assessments. The results provide valuable insights for curriculum developers, suggesting the need for a curriculum redesign that places greater emphasis on HOTS. Additionally, the study underscores the importance of professional development initiatives to equip teachers with the skills necessary to design and implement HOTS-based assessments. This research contributes to advancing educational practices and policies that prioritize the integration of HOTS into teaching and assessment frameworks.

Self-esteem, Islamic Behavior, and Writing Assessment for Indonesian Language Madrasa Teachers: An Empirical Phenomenological Investigation

Improving students' academic achievement in Indonesian language studies at madrasas requires effective writing evaluations. This study explores how Islamic behavior and self-esteem attribution among Indonesian language teachers at Madrasas influence their approach to creating writing assessments using a phenomenological method. Through in-depth interviews with twenty teachers, the thematic analysis revealed that teachers' Islamic values provide a religious framework that shapes their understanding and application of assessment development. Teachers' evaluations incorporate moral and religious principles, reflecting on their self-worth and the intrinsic value of students' written work. Islamic behavior and the attribution of self-esteem enhance teachers' commitment to fair, reflective assessments, which ultimately support students' literacy and academic growth. The study suggests that embedding Islamic behavior and self-esteem attribution in writing assessments strengthens teacher development and student success in Indonesian language studies. Future studies could further explore the role of these factors in teacher preparation and assessment practices in Indonesian madrasas.

Shaping the assessors of tomorrow: How practicum experiences develop assessment literacy in secondary education pre-service teachers

This study analyzes the impact of the supervised practicum on the assessment conceptions and practices of pre-service secondary education teachers, using the theoretical rationale of assessment literacy. We conducted a qualitative study with eighteen pre-service physical education teachers in Spain. The results revealed the difficulties and the variety of experiences the participants encountered during the practicum in relation to assessment. Student accountability and improving learning and teaching were the most common assessment conceptions, although the assessment tasks designed by the participants were not entirely formative. In general, the practicum experience reaffirmed their previous ideas on formative assessment.

Portrait of the Assessment Practices of Physical Education Teachers in Quebec: Reporting and Grading

Purpose: To gain a better understanding of the assessment practices currently implemented by Quebec physical education teachers regarding reporting and grading. Method: Exploratory mixed-methods study using semistructured interviews (n = 13), interviews to the double (n = 12), and a questionnaire (n = 164) with elementary and high school physical education teachers. Results: Participants use different strategies to report student performance. When grading, their strategy is to combine a mathematical approach with their professional judgment. They often consider all the marks taken during a learning and assessment situation and not only those taken at the end of it. Discussion/Conclusions: The main finding of this study is that teachers’ reporting and grading practices are subjective. We discuss how our results show the subjectivity in teachers’ practices and possible explanations for it, and then conclude by trying to understand how to make assessment in physical education more objective.

Analysis of Kuttab School Curricula Using the Cipp Framework: A Social and Environmental Management Perspective

Objective: This study aims to analyze the curricula of Kuttâb schools through the CIPP framework, focusing on the social and environmental management aspects of these educational programs. The research investigates how the "Iman Curriculum" and "Qur'an Curriculum" of Kuttâb Ibnu Abbas Surakarta diverge from mainstream Islamic education and evaluates their effectiveness from a social and environmental perspective. Theoretical Framework: The analysis is grounded in the CIPP (Context, Input, Process, Product) model by Stufflebeam, which provides a structured approach to assess educational programs. This framework is employed to evaluate the curriculum's alignment with community needs, resource utilization, teaching methods, and educational outcomes, incorporating social and environmental management considerations. Method: A qualitative evaluative design was used, involving interviews, observations, and document analysis. Data collection focused on understanding the development, implementation, and impact of the Kuttâb curricula, with particular attention to their social and environmental dimensions. Results and Discussion: The study finds that Kuttâb Ibnu Abbas’s curricula are rooted in a grassroots model, distinct from conventional international curricula. The program is effective in addressing community needs but requires better alignment with individual student needs. While teaching methods are well-implemented, there is a need for improved teacher training and assessment practices. The study also discusses how the curricula's social and environmental management aspects could be enhanced to better serve both students and the community. Research Implications: The findings provide actionable insights for improving the effectiveness of Kuttâb school curricula. Recommendations include better alignment with student needs, enhanced teacher training, and more robust assessment methods, alongside considerations for social and environmental impacts. Originality/Value: This research is novel in applying the CIPP framework to the evaluation of Kuttâb school curricula from a social and environmental management perspective. It offers valuable insights into how alternative Islamic education models can be assessed and improved, contributing to the broader field of educational management and curriculum development.

Standards, Instruction and Assessment of EFL Writing in Schools: Lessons From China's Basic Education

ABSTRACTThis paper analyses the current situation of English as a foreign language (EFL) writing in basic education in mainland China with a focus on the English curriculum standards, instruction and assessment. The National English Curriculum Standards launched by China's Ministry of Education ratified a general framework for EFL writing instruction and assessment in schools while the municipal curriculum guides, such as the one of Shanghai, include more specific writing performance descriptors. Comparisons of EFL curricula with other countries and regions suggest diverse examples and updated resources be added to China's current curriculum standards to improve feasibility and modernity. Moreover, there are discrepancies between the Curriculum Standards and the implementation in the classroom. Sociocultural factors, such as teachers' beliefs, instructional materials and the exam culture, have led to the tension between new pedagogies advocated in the Curriculum Standards and conventional instructional practices. This study further explores the writing section in the large‐scale high‐stake exams, that is, Zhongkao and Gaokao, which have long exerted strong influence on teachers' instruction and assessment practices. Regularising professional training in writing instruction and improving teachers' assessment literacy are thus suggested. Local practitioners' attempts to integrate the process approach into traditional teaching methods and scholars' efforts to develop the writing scales for assessment are discussed to offer policy and pedagogical implications for other education contexts that are faced with similar challenges.

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

Re-visiting Teaching Practice Assessment in Teacher Education: Towards Quality Education for Sustainable Development

Re-visiting Teaching Practice Assessment in Teacher Education: Towards Quality Education for Sustainable Development

The emergence of a digital third space: Opportunities and constraints of digital practice assessment in teacher education

Practitioners and policymakers worldwide emphasise the need for research-based and professionally relevant teacher education, highlighting the importance of integrating epistemologies across schools and teacher education institutions. Drawing on the affordance concept, this study qualitatively investigates the perceived opportunities and constraints of Digital Practice Assessment (DPA) as a collaborative platform for triads of pre-service teachers, school-based and university-based teacher educators. It explores the perspectives of these stakeholders on the use of technology in teaching practice assessment and examines how their collaboration within these triads can facilitate the emergence of a third space. The third space is a metaphor that denotes the meeting place of epistemologies from research and practice in teacher education, where all stakeholders’ voices are heard. This examination sheds light on the potential benefits and challenges that DPA brings to the assessment process and highlights the importance of understanding the interplay between technology, collaboration, and professional development in teacher education. Through video-stimulated recall interviews of the assessment sessions, we show how recordings of teaching practice offer opportunities such as detailed feedback, enhanced reflections, and knowledge sharing, which are essential to research-based and practice-oriented teacher education. However, certain constraints were identified, such as the lack of contextual information and rigid roles within the assessment process. Still, despite the summative nature of DPA, our findings suggest that it has the potential to integrate formative assessment to foster the emergence of a third space and to support the development and learning of pre-service teachers.

Language Assessment Practices of In-Service English Language Teachers at Pakistani Universities

Language Assessment Practices of In-Service English Language Teachers at Pakistani Universities

Assessment practices of teachers in Myanmar: Are we there yet?

This qualitative paper examines teachers' assessment practices in Myanmar, specifically focusing on their strategies, implementation approach, and factors influencing their practices. An open-ended survey was administered, 331 in-service teachers participated, and 10 teachers were interviewed. The findings revealed diverse assessment strategies, with questioning techniques being the most commonly used. Additionally, we examined how teachers use these strategies, emphasising the need for a more detailed explanation of their application. We have found that factors affecting assessment practices. These findings substantially contribute to our understanding of teachers' assessment practices in Myanmar, ultimately advocating for a more balanced and student-centric approach to education.

Online assessment practices during the pandemic in secondary schools in Catalonia

ABSTRACT During the COVID-19 pandemic, teachers had to face different teaching and assessment challenges. This study aims to analyse the relationship between the assessment practices of teachers (related to their assessment conceptions) with their self-perceived level of teachers’ digital competence (TDC) and their received TDC and assessment training courses. For this, the authors applied an online questionnaire that analysed the case of secondary school teachers in Catalonia (Spain) (n = 278). Results show that participating teachers who have the highest self-perception of TDC are the ones who perceive themselves as integrating mainly formative assessment. Significant correlations were also found between recent teacher training and the kind of assessment practices carried out by participants. Official certification of TDC also has a statistically significant association with different assessment characteristics and purposes. Finally, the implications of these findings for pre-service and in-service teacher training are discussed, both regarding the TDC and the assessment competence.

A systemic analysis of secondary school mathematics teachers' attitudes toward assessment of learning

Aware of the various issues involved in assessing learning, but also of the difficulties encountered in classroom practice of this pedagogical act, we set out in this article to explore and analyze the assessment practices of secondary school mathematics teachers and the conceptions they underlie. The study was conducted from a systemic perspective. We therefore targeted three aspects in our study: the conceptual, the institutional, and the docimological. Analysis of the attitudes declared by a random sample of mathematics teachers enabled us to confirm that pedagogical, and in particular cognitive, issues do not represent a priority for them in assessment practices. They focus more on the organizational aspect of examinations, with a remarkable lack of concern for docimological considerations to give credibility to the assessments carried out.

Exploring Perceived Classroom Based Assessment Knowledge and Practices

One of the major roles of a teacher is assessing student performance in classrooms. Assessment is an essential aspect of teaching and learning that has led to significant time allocation for assessment activities. In Malaysia, classroom-based assessment (CBA) has been implemented formally since 2016. CBA is a process of assessing students continuously during teaching and learning. CBA is a multifaceted approach to assessment that can be adjusted according to students and learning outcomes. CBA is aimed at supporting and improving student learning. CBA can be directly included in the teaching and learning process; and can also be adapted to various educational objectives and contexts. This paper explores the perceptions of English language teachers towards CBA. This study also explores perceptions of CBA and the relationship with teachers’ assessment practices. This study employed a questionnaire to gather data. The study involved 164 secondary English language teachers in one school district in the northern region of Malaysia. The study found that the perceptions towards CBA and assessment practices of teachers are positively related, suggesting that when teachers' attitudes towards assessment changed, so did their practices. This study provides insights into how CBA can be integrated into language classrooms to enhance assessment practices. It is hoped that these findings of this study will provide valuable insights to policymakers and stakeholders to make well-informed decisions. It is hoped that this study can help illuminate the potential of CBA in refining assessment practices in Malaysia.

Exploring assessment practices of teachers in Advanced Speech courses

In Ethiopia, there is a general public concern that most university students lack communicative competence, and hence they could not communicate effectively in English. There are many contributing factors to this and most of these factors are related either to the curriculum, the teaching-learning process, or the assessment practice. Only a few studies have been conducted on the assessment practice of speaking skills since most researchers have focused on the teaching-learning process. This inquiry was made to look into the practice of assessing the Advanced Speech course. Specifically, it focuses on the assessment methods employed by teachers, the extent of measuring the sub-skills of speaking, and the effectiveness of the feedback given by the teachers. Forty-three students and six teachers were included in the study. Data were collected through in-depth interviews, classroom observation, and document analysis. The findings revealed that not many assessment methods were employed to assess the students. Sixty percent of the assessment of the course was covered by written assignments and a written final exam. Only two individual and group presentations were given as practical assessments. In addition, the assessments did not measure the students’ accuracy, fluency, pronunciation, and vocabulary. In the end, the feedback provided to the students was not effective. Students were not given a chance to correct their own errors, and they were not allowed to practice peer correction, either. This implied that teachers’ assessment practices were not effective to measure the students’ speaking performance in the intended manner and this is one of the factors that minimizes the quality of education.

Assessment Practices and Beliefs of Secondary Choir Teachers

Previous research findings of assessment in choir indicated that teachers favor non-performance criteria such as attendance and attitude over music knowledge and skill. Music education researchers have encouraged teachers to instead use measurable learning goals that inform teaching practices and document student growth. New assessment technologies designed to assist teachers with individual assessment may have affected the assessment practices of secondary choir teachers. The purpose of this study was to describe the current assessment practices and beliefs among secondary choir teachers in Indiana. Respondents ( N = 182) completed an online survey regarding their use of formative and summative assessments in choir. Findings suggest that choir teachers in this study continued to rely upon non-achievement data such as attendance and participation in assessment. Given these findings, I offer implications and suggestions for practicing choral music educators.

Perceived formative assessment and student motivational beliefs and self-regulation strategies: a multilevel analysis

Based on an integrated theory of formative assessment and self-regulated learning, this study investigated the relationship between students’ perceived formative assessment practices of teachers and their motivational beliefs (self-efficacy and incremental beliefs of ability) and self-regulation strategies (metacognitive self-regulation and adaptive help seeking). Participants were 1,939 secondary school students (nested in 94 classes) from Singapore, who completed an online questionnaire. After controlling for gender, stream, and grade, we conducted a multilevel path analysis to examine the hypothesised relationships at both student and class levels. We found that at the student level, perceived formative assessment was associated positively with self-efficacy, incremental beliefs of ability, metacognitive self-regulation, and adaptive help seeking; at the class level, perceived formative assessment was associated positively with incremental beliefs of ability and adaptive help seeking. The findings highlight the importance of investigating formative assessment as a multilevel construct and its role in developing self-regulated learning of students.