Assessment Practices Of Teachers Research Articles

Factors Influencing Formative Assessment Practices of Junior High School Social Studies Teachers

The study investigated factors that influence formative assessment practices of Social Studies in the Techiman Municipality of the Bono East Region of Ghana. A quantitative approach with a descriptive survey research design was employed for the study. For the target population, all eighty-four public junior high school (JHS) Social Studies teachers in the Techiman Municipality of the Bono East Region of Ghana were chosen for the study. All the Social Studies teachers in the public JHSs in the Techiman Municipality were sampled for the study. The census sampling technique was employed to select the population for the study. Because the population was homogenous, all the Social Studies teachers, comprising ninety-five (95) teaching the subject at the JHS in the municipality, were selected for the study. The primary data collection instrument for the study was a twenty-two (22) five-point Likert itemized questionnaire used for the collection of data. Descriptive statistical tools were employed in analyzing the quantitative data. The quantitative figures were prearranged into frequency tables, simple percentages, weighted mean, and standard deviation for easy interpretation. The findings revealed that most teacher assessments are mainly influenced by external factors such as the nature and demand of the West Africa Examination Council’s (WAEC) questions and requirements set by the Municipal Director of Education or the school district. Therefore, the National Council for Curriculum and Assessment (NaCCA) should consider introducing interventions in teacher training universities and colleges that help improve classroom practices, including formative assessment practices.

ASSESSMENT OF 21ST CENTURY TEACHING PROFESSION SKILLS EMPHASIS IN UNIVERSITY PRE-SERVICE TEACHER TRAINING PROGRAMMES IN KENYA: A CASE STUDY OF BOMET UNIVERSITY COLLEGE

<p>In this era of a global economy, education systems are changing to rethink the teaching-learning process in order to prepare better individuals to be able to meet the changing social and economic demands. It is against this backdrop that in 2019 Kenya adopted the Competency Based Curriculum (CBC) in an effort to reform her education system and make it globally competitive with regard to human resource development. The new curriculum is being implemented within a 2-6-6-3 system of education framework as the old 8-4-4 system is gradually phased out. The CBC implementation is currently from Pre-primary 1 to Grade 7. CBC aims to equip school graduates with the requisite 21<sup>st</sup> century competences of communication and collaboration, critical thinking and problem-solving, creativity and imagination, and citizenship, digital literacy, among others. The success of the CBC is anchored on the transformational role to be played by the teacher which goes beyond a technical transmission activity to include competences and attitude development, talent identification and nurturing, career guidance, and even activism committed to diminishing the inequities of society. The bulk of the country’s teaching force will henceforth be concentrated in secondary schools as opposed to primary schools. Ideally, secondary school teachers would have had university-level education. These developments call for paradigm shifts in the way universities prepare teachers to be responsive to the changed role of the teacher. Of critical importance is the restructuring of the university teacher education programmes to ensure that they adequately address the challenges of the 21<sup>st</sup> century classroom, hence aligning them to the demands of CBC. The objective of this study therefore was to assess the level of emphasis accorded to skills of the 21<sup>st</sup> century teaching profession in university pre-service teacher training programmes in Kenya. Stufflebeam’s (1983) CIPP Evaluation Model was used to give focus to the study. Descriptive survey and case study research designs were used in the study. The study was carried out at Bomet University College (BUC) and the study population comprised 1 Teaching Practice Assessment Criteria (TPAC) used to assess students on teaching practice in the 7 undergraduate and 1 postgraduate pre-service teacher training programmes at BUC. A saturated sampling technique was used to select 1 TPAC which formed the sample of the study. A document analysis guide was used to collect data whereby the TPAC was analyzed for content related to skills of the 21<sup>st</sup> century teaching profession. A numerical rating scale was used to gather information relating to 22 skills of the 21<sup>st</sup> century teaching profession. Each skill was rated against a 5-point scale to ascertain the degree of emphasis it was accorded in the curriculum. Mean scores were computed for each category of skills and used to report the findings. The study found an overall average emphasis (M = 2.95) on the skills of the 21<sup>st</sup> century teaching profession by university pre-service teacher training programmes in Kenya. It was concluded that pre-service teacher training programmes in Kenya did not adequately emphasize skills of 21<sup>st</sup> century teaching profession hence producing graduates who were ill-equipped with the requisite competences. The study recommended that universities in Kenya should review their teacher education programmes to align them with the demands of 21<sup>st</sup> century skills of the teaching profession and the CBC.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0006/a.php" alt="Hit counter" /></p>

Flaws and Potential Remedies of an Information Communication Technology Enabled Teaching Practice Assessment Strategy: a Case of One State University in Zimbabwe

Flaws and Potential Remedies of an Information Communication Technology Enabled Teaching Practice Assessment Strategy: a Case of One State University in Zimbabwe

Suitability assessments in teacher education during and post the COVID-19 pandemic – an impact on professional development

IntroductionSuitability assessment of Norwegian pre-service teachers is carried out by teacher educators, and the mentors’ professional practices play a key role in these processes. This study aims to explore how the Covid-19 pandemic has influenced suitability assessment practices of pre-service teachers. The purpose of the suitability assessment is to ensure that vulnerable groups, such as students in schools, encounter teachers who are suitable for a professional practice. The process of growing suitability includes professional development, while suitability assessment of pre-service teachers intends to strengthen the quality of teacher education programs.MethodsTwo sets of data collection methods are underpinning the arguments in this qualitative study. Data were collected in 2022 from a survey with a sample of 162 mentors in teacher education attending three universities. Thereafter, in-depth interviews were conducted with three Heads of suitability assessment from the same universities as the mentors. The triangulation aimed to reduce bias and increase the validity.ResultsThe impact the pandemic has had on the suitability assessment practices is expressed in four findings: (1) a weaker basis for the assessment, (2) continuing health issues, (3) delayed professional development among pre-service teachers, and (4) differences among the universities.RecommendationsImplications for education programs for mentoring including knowledge of the procedures of suitability assessments, and a closer collaboration between all teacher educators involving systematically evaluation of pre-service teachers are indicated for future teacher education.

The Effects of Academic Anxiety on College Students Learning of Spoken English

This paper examines the effects of academic anxiety on college students learning of spoken English. Academic anxiety can hinder students fluency, pronunciation accuracy, self-expression, and overall confidence in oral communication. The study identifies various factors that contribute to academic anxiety, including personal, external, socio-cultural, and psychological factors. It explores the negative consequences of academic anxiety on students spoken English learning outcomes. Coping mechanisms and strategies, such as creating a supportive learning environment, teaching stress management techniques, and promoting self-reflection and self-assessment, are proposed to address academic anxiety. The paper emphasizes the practical implications for educators, institutions, and policymakers, including teacher training, curriculum design, peer interaction, counseling services, and assessment practices. Implementing these recommendations can create a supportive and empowering learning environment, mitigating the impact of academic anxiety. The study concludes by highlighting the importance of recognizing and addressing academic anxiety to enhance college students spoken English skills and prepare them for success in a globalized world.

Editorial

The Institute for Education (IfE) is committed to supporting educators, parents and students to address any challenges they may be facing through its research and projects. Its Research Road Map outlines the broad areas the IfE is focusing on in terms of research and practice. It reflects our vision, interests, strengths and areas requiring focus in the future. Besides the research undertaken by our lecturers and staff, the research carried out by our course participants as part of their dissertations also contributes to broadening the knowledge base in the field of education. During the academic year 2022/2023 the third cohort of graduates completed their Bachelor or Master degrees and the Institute wishes to provide their research the visibility it deserves. The Malta Journal of Education serves as just one of the Institute’s platforms to disseminate these research findings to a wider audience and contribute to research-informed policy and practice. This issue includes 10 articles by course participants and lecturers from the Institute for Education that explore various aspects of educational leadership and teacher wellbeing, subject teaching, analogy learning, assessment practices, teacher identity and multilingualism, educational myths, Catholic values, multifaith education and cultural intelligence.

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.

SCIENCE TEACHERS' APPROACH TO CONTEMPORARY ASSESSMENT WITH A READING LITERACY EMPHASIS

In a sample of 1215 teachers, this study examined the readiness of science educators for assessment in the rapidly evolving landscape of artificial intelligence in education. Participants responded to an online questionnaire during the emergency remote teaching phase, offering insights into the frequency and nature of assessment methods utilized. The research draws a connection between assessment techniques during remote teaching and the emergence of AI in education. The results show that the selected assessment methods vary across teachers, with some specific differences observed in the assessment practices of science teachers. The study underscores the critical role of reading literacy in enhancing student engagement in contemporary learning environments. Moreover, the findings suggest that continuous professional development significantly improves the readiness of (science) teachers for AI-enhanced assessment. Drawing from these insights, recommendations for subsequent research are delineated. Keywords: artificial intelligence, assessment, reading literacy, science teachers, teacher training

Teacher assessment literacy in culturally and linguistically diverse classrooms: A Norwegian case study

This study investigated inclusive teacher assessment practices in culturally and linguistically diverse Norwegian lower secondary schools as well as tensions in and the potential of teacher assessment literacy. Case study data gathered through interviews with 21 teachers in five schools were analysed to examine the schools' assessment policies, teacher assessment practices, adaptions and challenges teachers face when assessing diverse student groups. We found that teacher assessment literacy development benefitted from collective and shared whole-school practices and that, while teachers had multiple strategies for assessment and adapting those to their students’ needs, these were not specifically targeted at cultural diversity.

Practices, validity, and challenges of online formative assessment in Algerian higher education

Online assessment, whether formative or summative, appears to be a problematic issue for many English as a foreign language (EFL) university teachers. Formative assessment is crucial for improving the quality of teaching and learning. Therefore, it is highly significant to recognize the possible trends of online formative assessment offered in the Algerian university context. In this regard, this paper aims at exploring the online formative assessment practices of EFL university teachers including the type of formative assessment experienced, assessment and feedback techniques, and the validity of the assessment strategies employed virtually. It further seeks to identify the challenges faced in the process. To achieve this, a qualitative approach based on exploratory and descriptive research design was adopted. An online questionnaire was administered to 16 EFL teachers from 12 Algerian universities. The findings revealed that participants employ a variety of online formative assessment strategies for various purposes. The overall practices are, to a certain degree, valid. Keywords: English as a foreign language (EFL); formative assessment; online assessment; university teacher.

Assessment Literacy, Current Assessment Practices and Future Training: Reflections of Teachers in Higher Education

The aim of this study is to explore assessment literacy, to analyse the current assessment practices of teachers in Higher Education (HE) and to understand the need for alternative assessment practices in light of teachers’ reflections. The research employed incidental sampling to select (n=58) HE teachers from a single multidisciplinary university in Maharashtra State, India. A comprehensive literature review on assessment literacy provided the theoretical foundation, and a specialized assessment tool was developed to assess the teachers' assessment literacy level, perspectives, and practices in assessment. Data were collected through voluntary participation and analysed using quantitative and qualitative techniques. The findings revealed that the majority of HE teachers (79%) demonstrated a moderate level of assessment literacy, while 16% exhibited low levels and only 5% showed high levels. Additionally, a discrepancy was observed between the preferred assessment types of teachers and learners, with learners emphasizing active participation and real-world applications, while teachers leaned toward traditional evaluation methods. Participants were found to be literate only in specific aspects such as meaning, basic forms of assessments, and the purpose of educational assessments. Furthermore, teachers minimally acknowledge and have a lesser preference for alternative assessment methods, such as article analysis, team projects, case studies, and discussions. Overall findings indicate teachers' lack of knowledge about assessment practices that involve evaluating student performance, fostering collaboration, assessing higher-order thinking skills, and utilizing assessment as a tool for learning and improvement. This research confirms the need for training to enhance teachers' assessment literacy, promoting the adoption of alternative assessment practices in higher education to optimize student learning experiences.

Physical education teachers’ assessment practices in health education

ABSTRACT Background This article focuses on the assessment of health education (HE) in physical education (PE). PE is one of the school disciplines that can contribute substantially to educational actions in HE (Kirk, D. 2018. “Physical Education-as-Health Promotion: Recent Developments and Futures Issues.” Education and Health 36 (3): 70–75). However, studies conducted on PE teachers’ practices indicate that assessment in HE is challenging, even though it is mandatory in Quebec schools (Bezeau, D., S. Turcotte, S. Beaudoin, and J. Grenier. 2020. “Health Education Assessment Practices Used by Physical Education and Health Teachers in a Collaborative Action Research.” Physical Education and Sport Pedagogy 25 (4): 379–393). Few studies have focused on the assessment practices of PE teachers in HE, resulting in a limited amount of empirical data being currently available (Georgakis, S., and R. Wilson. 2012. “Australian Physical Education and School Sport: An Exploration Into Contemporary Assessment.” Asian Journal of Exercise & Sports Science 9 (1): 37–52). A well-planned assessment in which pupils are involved promotes their learning and makes them accountable for their own health (Leirhaug, P. E., and C. Annerstedt. 2016. “Assessing with new Eyes? Assessment for Learning in Norwegian Physical Education.” Physical Education and Sport Pedagogy 21 (6): 616–631). It is necessary to investigate PE teachers’ assessment practices in HE to improve the current scientific knowledge on the subject and to better understand the main challenges they face. Objectives This article addresses three research objectives that aim to determine: 1) assessment practices as reported by PE teachers who assess in HE, 2) the reasons given by PE teachers who do not assess in HE for not doing so, and 3) the perceived contribution of PE teachers to the development of pupils’ autonomy in health and well-being. Method 223 elementary school (pupils: 5–11 years old) PE teachers from Quebec (Canada) answered a questionnaire including five closed-ended and two open-ended questions specific to assessment practices in HE. A quantitative analysis of the data from the five open-ended questions was carried out using descriptive statistics in addition to a Kruskall-Wallis rank analysis (Howell, D. C. 2008. Méthodes statistiques en sciences humaines. De Boeck) with a Mann–Whitney post-hoc test (α < .05; Siegel, S., and N. J. Castellan Jr. 1988. Nonparametric Statistics for the Behavioral Sciences (2nd ed.). Mcgrawhill). These analyses were conducted using five independent variables: 1) gender, 2) teaching experience, 3) number of schools where they teach, 4) contract status, and 5) socioeconomic background of the school. Also, the Goodman-Kruskall's G coefficient was used to analyze statistical associations between items. A qualitative analysis of the data from the two open-ended questions was carried out following (L’Écuyer, R. 1990. Méthodologie de l’analyse développementale de contenu : méthode GPS et concept de soi. Presses de l’Université du Québec) steps of inductive content analysis. Findings A large majority of the participants claimed to assess in HE (84.9%). They also mentioned respecting the official programs (87.7%), building tools to assess in HE (87.4%), assessing pupils’ progress (84.4%) and having an impact on their pupils’ autonomy in matters of health (74.9%). Those participants who worked in multiple schools assessed more in the short term (U = 2426, p = .028). Finally, those who did not assess HE (15.1%) mentioned a lack of feasibility and a lack of resources. Conclusion This study contributes to the scientific literature by focusing on an area for which there are few empirical studies and which represents a challenge for practical settings. The results show that a large majority of PE teachers assess in HE, while some face challenges that lead them to not assess this competency at all, even though it is mandatory. Based on these findings, we believe it is important to work with PE teachers to lessen the impact of these challenges on their assessment practices to help pupils’ learning.

Classroom Assessment Thoughts, Skills, and Practices of Secondary School Mathematics Teachers: An In-Depth Analysis

Classroom Assessment Thoughts, Skills, and Practices of Secondary School Mathematics Teachers: An In-Depth Analysis

Practices, validity and challenges of online formative assessment in Algerian higher education

Online assessment, whether formative or summative, appears to be a problematic issue for many English as a foreign language (EFL) university teachers. Formative assessment is crucial for improving the quality of teaching and learning. Therefore, it is highly significant to recognize the possible trends of online formative assessment offered in the Algerian university context. In this regard, this paper aims at exploring the online formative assessment practices of EFL university teachers including the type of formative assessment experienced, assessment and feedback techniques, and the validity of the assessment strategies employed virtually. It further seeks to identify the challenges faced in the process. To achieve this, a qualitative approach based on exploratory and descriptive research design was adopted. An online questionnaire was administered to 16 EFL teachers from 12 Algerian universities. The findings revealed that participants employ a variety of online formative assessment strategies for various purposes. The overall practices are, to a certain degree, valid.&#x0D; Keywords: English as a foreign language (EFL); formative assessment; online assessment; university teacher.

Literacy assessment in the early years of schooling in an era of neoliberalism

This paper explores the literature related to literacy assessment in the early years of schooling in an era of neoliberalism and reports on a key aspect of a study which focused on the literacy assessment practices of early years teachers and literacy leaders in Australian Catholic schools within the Melbourne archdiocese. Background: The study was undertaken in a period following the Melbourne Catholic Education system’s devolution of literacy assessment responsibility to schools after a long period of mandated literacy assessment (1998–2012) but also occurred within a neoliberal high-stakes assessment environment, characterised by heightened levels of teacher accountability. Research Objectives: The intention of the research was to explore the literacy assessment beliefs and practices of teachers in early years classrooms (F–2), to explore the impacts of assessment devolution and the implications in terms of the literacy assessment practices in the early years in Australian Catholic primary schools in the Melbourne Archdiocese. Methods: A predominantly qualitative case study approach consisting of two phases was used to explore literacy assessment in the early years of schooling. Phase 1 consisted of an online questionnaire comprising both open and closed questions, which was completed by 76 literacy leaders from 76 Catholic schools in the Melbourne archdiocese. The questionnaire was designed to elicit information on schools’ literacy assessment practices in the early years and if these had changed since a Catholic Education Melbourne (CEM) policy change in 2012 allowing schools greater autonomy over literacy assessment in the early years. Phase 2 involved semistructured interviews with 23 early years teachers and seven literacy leaders from eight diverse schools to investigate their literacy assessment practices in greater detail and identify how they responded to the opportunities that came with devolved decision-making.

Translanguaging as a Dynamic Pedagogical Strategy in English Teaching for EFL Learners

This paper investigates the potential of translanguaging as a dynamic pedagogical strategy in English teaching for English as a Foreign Language (EFL) learners. Translanguaging, the strategic use of multiple languages in language acquisition, recognises and embraces learners' linguistic diversity. The study explores the theoretical background of translanguaging and its practical application in EFL teaching, examining its cognitive, social, and emotional benefits. Additionally, challenges and considerations for implementing translanguaging in the EFL classroom are discussed, addressing potential obstacles such as teacher beliefs, language policies, and assessment practices. Practical strategies and activities are provided to help teachers effectively incorporate translanguaging into their teaching practices. By examining translanguaging's role in EFL teaching, this research paper contributes to a more comprehensive understanding of its potential as a pedagogical tool and promotes more inclusive and effective language learning environments.

Metasynthesis of Classroom-Based Assessment Implementation: Impact and Issues

Classroom-based assessment (CBA) is continuous assessment of the teaching and learning process by applying summative and formative elements aimed at student development, progress, and achievement. A metasynthesis study was conducted on previous scientific studies to explore two main objectives, namely the inherent positive impact, and issues in the implementation of CBA. A total of seven articles were selected based on in-depth screening using Scopus, Science Direct, and Springer search agents. Two keywords were employed for data screening, assessment and CBA, and the article publication period was from around 2018 until 2022. The findings of this study show that CBA had increased the self-achievement of students, and developed assessment and pedagogy practices of teachers. Among the positive impacts of CBA are increasing student motivation and achievement and holistic learning. The findings also explain the issues in knowledge, skills, and implementation of CBA. The findings of this metasynthesis study highlight the positive impacts of CBA on student self-achievement, motivation, and holistic learning, while emphasizing the need for checks and balances in implementation. These insights have significant implications for education practitioners, and call for informed decision-making and ongoing professional development in assessment literacy to optimize the effectiveness of CBA in supporting student outcomes.

Knowledge of Formative Assessment Practices of Teachers in Public Senior Secondary Schools in Edo Central Senatorial District, Nigeria

Knowledge of Formative Assessment Practices of Teachers in Public Senior Secondary Schools in Edo Central Senatorial District, Nigeria

Knowledge of Formative Assessment Practices of Teachers in Public Senior Secondary Schools in Edo Central Senatorial District, Nigeria

Knowledge of Formative Assessment Practices of Teachers in Public Senior Secondary Schools in Edo Central Senatorial District, Nigeria

Knowledge of Formative Assessment Practices of Teachers in Public Senior Secondary Schools in Edo Central Senatorial District, Nigeria

Knowledge of Formative Assessment Practices of Teachers in Public Senior Secondary Schools in Edo Central Senatorial District, Nigeria