Teacher Assessment Research Articles

Analysis of Middle School Mathematics Applications Textbook Activities Based on Model-Eliciting Principles

Model-eliciting activities (MEA) represent a distinct form of problem-solving exercises that deviate from conventional problem-solving approaches. They encompass complex real-life scenarios characterized by multiple feasible solutions, demanding non-routine thinking with open-ended possibilities. Lesh and Doerr (2003) posit that MEA conform to specific principles, encompassing model construction, reality, self-evaluation, model externalization (construct certification), model generalization, and effective prototype principles. This study examines the compatibility of tasks in Turkey's middle school mathematics applications textbooks (grades 5-8) with the principles of model-eliciting activities (MEA). The analysis focuses on five principles: reality, model construction, self-evaluation, model documentation, and model generalization. The findings reveal varying degrees of compatibility across different grades. The reality and model generalization principles show more robust compatibility, while the model construction and model documentation principles have mixed levels of compatibility. The self-evaluation principle demonstrates varied compatibility. The study highlights strengths and areas for improvement in the tasks' alignment with MEA principles and emphasizes the importance of real-life relevance and model application. Suggestions are made to enhance explicit guidance in model construction and documentation. The study provides implications for curriculum design, teacher professional development, instructional strategies, student engagement, assessment practices, and future research in mathematics education. However, limitations, such as the absence of student perspectives and contextual factors, should be considered when interpreting the findings.

Cross-informant agreement between caregivers and teachers for prosocial behavior across child welfare settings

Healthy social functioning has been a growing focus for understanding children’s positive development and well-being. Despite the flexibility and cost-effectiveness of behavior rating scales, there has been a rising issue of concern in both practice and research applications regarding rating scales and its low cross-informant agreement. The present study aimed to analyze the extent to which caregivers and teachers agree about children’s prosocial behaviors, identify whether there were differences in the degree of agreement across child welfare settings, and ultimately offer recommendations for assessing behavior for children involved with child welfare services. To do so, the reports of 1224 children, caregivers, and teachers from the National Survey of Child and Adolescent Well-Being (NSCAW) I who have been investigated by Child Protective Services (CPS) for abuse and/or neglect have been examined. Intra-class correlation coefficients (ICCs) of caregiver and teacher assessment of children’s prosocial functioning were calculated to understand the degree of agreement in their perceptions of children’s prosocial behaviors. ICC values presented show that agreement was low but significant across all samples and subscales (ICC range, 0.11–0.22). It is suggested that future researchers pursue examination of the underlying mechanisms or factors that contribute to informant discrepancies.

Measuring social-emotional development in schoolchildren: A national-level analysis of ECLS-B cohort data

The present study examined the social-emotional development items assessed by kindergarten teachers in the Early Childhood Longitudinal Study-Birth Cohort to determine the optimal factor structure underlying the items as well as the reliability and validity of the resulting factors. This study identified an empirically derived factor structure for teacher-reported social development, investigated whether there was evidence of bias in teacher assessments of social-emotional constructs, examined factor invariance across demographic characteristics (i.e., race and ethnicity, sex, and poverty status), and examined the external validity of the derived factors by determining the extent to which they were associated with well-established measures of early childhood competencies. Findings suggested a 4-factor solution was optimal, consisting of (a) Interpersonal Skills, (b) Externalizing Behavior, (c) Approaches to Learning, and (d) Perspective Taking. Findings offer suggestive evidence of teacher biases in assessments and some, although not conclusive, support for the invariance of social-emotional dimension across demographic characteristics. Results provide a useful next step toward documenting reliable and valid social-emotional measures for use in early childhood research and challenges users of national datasets to think critically about the use of “scales” without a priori attention to important psychometric properties.

Can ChatGPT effectively complement teacher assessment of undergraduate students’ academic writing?

The integration of ChatGPT as a supplementary tool for writing instruction has gained traction. However, uncertainties persist regarding how ChatGPT complements teacher assessment and the overall effectiveness of this combined approach. To address this, we conducted a mixed-methods investigation involving 46 undergraduate students from a research university in southern China, engaging them in a Chinese academic writing task. The intraclass correlation coefficient results revealed ChatGPT’s efficiency in scoring students’ writing, showing moderate to good consistency with teacher evaluations. A paired sample t-test unveiled significant differences in feedback quantity and types between ChatGPT and teacher assessments. Drawing from both interview data and quantitative findings, the study uncovers three ways in which ChatGPT complements teacher assessment, benefiting students with various writing proficiency levels: (1) fostering deeper comprehension of teacher assessments among students, (2) encouraging students to make judgments regarding feedback, and (3) promoting independent thinking about revisions. This study contributes to a more comprehensive understanding of the role of ChatGPT within the context of a combined assessment approach. It underscores that certain inherent weaknesses in ChatGPT’s functioning can paradoxically lead to favorable outcomes. By shedding light on the synergy between ChatGPT and teacher assessments, this research seeks to inform and enhance writing instruction in higher education.

Lower secondary school teachers’ arguments on the use of a 26-point grading scale and gender differences in use and perceptions

ABSTRACT This study explores lower secondary school teachers’ arguments and perceptions for using a 26-point grading scale (26-PGS), and gender differences in assessment practice. An explanatory sequential design was conducted. First, teachers (n = 6) assessment of students’ text (n = 182)was analysed.In the subsequent phase, an open-ended questionnaire with teachers (n = 54) was conducted and analysed. The study revealed that the teachers perceive that the 26-PGS provides precision. Teachers highlight the significance of using the 26-PGS as an alternative assessment method, aiming to foster students’ growth, and as a message to motivate for learning. In addition, gender disparities in teachers’ provision of grades and arguments of using a 26-PGS as part of their assessment practice were found. The study contributes to the existing literature by shedding light on teachers’ assessment practice and gender differences regarding the use of grading scales and discuss its potential challenges in educational contexts.

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.

THE IMPACT OF INCLUSIVE EDUCATION ON STUDENTS WITH SPECIAL EDUCATIONAL NEEDS IN THE GOVERNMENT SCHOOLS OF BATTICALOA DISTRICT IN SRI LANKA

The study aims to explore the strengths and obstacles encountered in implementing Inclusive Education (IE) within government schools in the Batticaloa district. The research utilised a qualitative approach through multiple case studies. Conveniently, five government schools practising IE in the Batticaloa district were selected. Participants were purposefully chosen and included five Assistant Directors of Special Education/In-Service Advisors Special Education (ADs/ISAs SE), five principals, five class teachers, ten subject teachers, and five parents of students with SENs. The interview schedules were used to collect information from ADs/ISAs SE, school principals, class teachers, and parents. At the same time, focus group discussions were conducted with subject teachers of inclusive classrooms. Observations were also made in the selected inclusive schools. Data analysis involved narrative analyses, which included coding, categorising, and theming. The study revealed that information provision, collaborative efforts of stakeholders, peer and teacher-student interactions, principal and teacher competencies, teaching methods, curriculum adaptation, assessment, and student accomplishments were found to strengthen IE practices. However, challenges were identified, such as the absence of school-level IE policies, safe and accessible physical infrastructure, Individualised Educational Plan (IEP) implementation, and resource allocation. Therefore, school-level IE policies should be developed to facilitate IE practices, improve the physical features of schools for easy accessibility for children with SENs, and improve the links for funding and resources in IE practices in government schools of Batticaloa district were recommended based on the findings.

System for Evaluation of Teaching Qualities (SETQ) Smart para o uso no Brasil: versão para residente

ABSTRACT Introduction: It is commonly recognized that the enhancement of students’ learning potential is directly related to preceptors’ qualities. In this sense, the assessment of teachers’ practice becomes an essential element in ensuring the quality in the training of new specialists. However, in the context of medical education in Brazil, there are currently few studies on the evaluation of preceptors and a shortage of instruments for this purpose. One of the currently available instruments is the System for Evaluation of Teaching Qualities (SETQ) Smart. Objective: To conduct a cross-cultural adaptation and content validity of SETQ for use in Brazil. Methods: This instrument comprises two versions and, in this study, the version for residents was adapted for preceptor assessment. The cultural adaptation followed five steps: two initial English to Brazilian Portuguese translations; two synthesis translations; two back-translations; an expert committee assessment of conceptual analysis, semantic, idiomatic and cultural equivalences; and a pre-test. In addition, a panel of expert judges conducted the content validation. Results: Forty resident physicians, with a median age of 30 (IQR = 6.25), participated in the pre-test. Eighty percent of the participants rated the components that make up the SETQ Smart as clear and culturally appropriate, except for the title statement. The expert panel of judges comprised ten residents, 70% female. The agreement rates ranged from 80 to 100% regarding clarity, cultural adequacy, item representativeness within their respective domains and each item permanence in the instrument assessments. Conclusion: This study culturally adapted one of the two versions of the SETQ Smart for use in Brazil and provided preliminary evidence sources of validity of the versions through content validation.

The Construction of Teacher’s Teaching Quality Evaluation System Based on the Teacher-Student Cooperation Model

Within the framework of advancing educational evaluation reform in the modern era, establishing a scientific and rational assessment system for the quality of teacher’s instruction holds immense importance. This contributes to the further development of autonomous evaluations within colleges and universities, fosters enhancements in higher education evaluation systems, and supports the modernization of higher education governance. Considering the evolving demands for cultivating excellence in higher education, the assessment of teachers’ instructional quality continues to face challenges, encompassing evaluation criteria, categorization guidelines, system enhancements, digital adaptation, and more. In the construction of a quality assessment system for teacher’s instruction in higher education, continuous optimization of the evaluation system for teaching quality is essential. This optimization should be driven by scientific principles, grounded in collaboration between teachers and students, and aligned with fundamental principles, including categorized assessment, process orientation, digital integration, and more.

Assessment of Teachers’ Needs to Integrate Learning Analytics in Higher Education: The Morocco Case

Learning Analytics (LA) is a better solution for harnessing the enormous data that learners leave behind on learning platforms. To take full advantage of it, it needs to be well integrated by teachers. The aim of this study was therefore to explore the needs and willingness of teachers to integrate learning analytics into their courses. This study used a quantitative method to collect data based on a questionnaire distributed to 140 higher education teachers affiliated with Ibn Tofail University. The results of this study show that most teachers are willing and available to commit to the possibility of adopting learning analytics if training and preparation programs on the subject are implemented. They also have other needs for guidance, assistance, easy-to-use tools, and need access to all student data on the appropriate platforms. The study concludes by discussing and proposing a series of recommendations for successfully integrating learning analytics into higher education.

Gender Disparities in Mathematics Achievement by Ethnic Origin: Evidence from Germany

The gender achievement gap in mathematics, a key component in science, technology, engineering, and mathematics (STEM) fields, has been widely documented. However, we know little about whether and how the gender gap in math achievement varies by ethnic origin. Using nationally representative data of fourth and ninth graders in Germany, we explore gender and ethnic gaps in math achievement. We measure students’ math achievement using both standardized tests and teacher assessments (i.e., grades). At both educational stages, girls underperform to boys in standardized tests. At comparable levels of competence, no gender differences in math grades are observed in fourth grade, but girls receive better math grades than boys in ninth grade. We also find evidence for ethnic variation in the gender achievement gap at both educational stages. Regarding test scores, the gender difference in math achievement to the disadvantage of girls is larger among Turkish-origin students in fourth grade, and Southern European students in ninth grade. Regarding teacher assessments, we similarly find differences in the gender achievement gap between Turkish-origin and native-born German students. One surprising finding of our study is that, at comparable levels of competence, Turkish-origin boys and MENA students (only in ninth grade) receive better math grades.

Implementation of Competency Based Assessment in Kenya: Extent of Utilization of Competency Based Assessment Tools and Types

Competency Based Curriculum (CBC), a curriculum which calls for a paradigm shift in assessment of learners using Competency Based Assessment (CBA) was introduced in Kenya in 2017. The need for a paradigm shift in assessment from 8.4.4 Content Based Curriculum to 2.6.3.3.3 CBC necessitated the need for this study to determine factors influencing implementation of CBA in Kenya by looking at the extent of utilization of CBA tools and types. The objective was to investigate the extent of utilization of CBA tools and types in Grade 6 in selected schools in Kenya. The study was conducted in Trans-Nzoia, Bungoma and Busia Counties. It was grounded on Stafflebeam’s CIPP model targeting head-teachers and their respective grade 6 science and technology teachers. Mixed method research design was used. Cluster sampling technique was used to sample the three Counties. Stratified sampling technique on the other hand was used to categorize the schools into public and private whereas simple random sampling was used to choose participating schools and in selecting participating teachers in schools with two or more science and technology teachers. Questionnaire for grade 6 science and technology teachers and interview guide for head-teachers were used to collection data. Analysis was done descriptively in order to bring out the overall descriptions of the extent of CBA tools and types utilization. This study was necessary to determine the extent of utilization of CBA tools and types in Kenya as one of the factors influencing CBA implementation. The study found that CBA tools and types are utilized to some extent in grade 6 in selected schools in Kenya (mean 2.8752, SD 1.1697). The study recommended the government to develop comprehensive policy support to support CBA, place a high priority on allocating necessary resources to schools, establish a robust monitoring and evaluation to continuously assess CBA implementation and organize regular professional development programs on assessment for teachers.

Servant Leadership Practices, School Heads’ Decision-Making Skills, and Teachers’ Job Satisfaction

This study investigated the servant leadership practices, school heads’ decision-making skills, and job satisfaction of teachers in the schools’ division of Zambales. The use of survey questionnaire was used to gather data, observing anonymity and informed consent. The study findings revealed that servant leadership was a highly evident practice of School Heads. The school heads and teachers strongly agreed that school heads possess decision-making skills and were very satisfied with their job. There was a significant difference in the servant leadership practices of school heads as to persuasive mapping as perceived by teachers when they are grouped according to the length of service; a significant difference in the assessment of the decision-making of school heads as to dimensions when they were grouped according to profile variables; the significant difference in the assessment of teachers on the decision-making skills of school heads as to self-efficacy when they are grouped according to highest educational attainment; significant difference in the job satisfaction of teachers in terms of belief in organizations’ values and goals as to civil status; and, significant in terms of desire to maintain membership with the organization as to age. Moreover, there was a significant relationship between servant leadership practices and the decision-making skills of school heads. There was a significant relationship between the servant leadership practices of school heads as perceived by teachers and the job satisfaction of teachers. Based on the findings and the conclusions obtained, the researcher recommended that school heads imbibe more servant leadership practices and encourage them to use a decision-making style in their leadership to improve the job satisfaction of their teachers by becoming more collaborative and democratic.

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.

EMI and immersive language teaching at Technical Tertiary School of Ukraine: Readiness of students and teachers assessment

The article develops the topic of EMI and immersive language learning in the context of the readiness of the participants of the educational process to implement this approach in a non-native language environment. The background to this implementation in the context of the newly-established state policy of English development in universities and the draft law on the use of the English language in Ukraine is described, stressing the new stage of relevance of the topic. In order to assess the readiness for EMI introduction in the universities, a survey of students (n=1383) and teachers (n=86) of Igor Sikorsky Kyiv Polytechnic Institute was held. The topics of the survey were 1) assessment of the current state of language proficiency and instruction (including self-assessment of proficiency in EGP and ESP, satisfaction with the current state of instruction); 2) assessment of the possibility and benefits of EMI introduction (readiness and eagerness to this introduction, benefits for the language, Majors instruction as well as future employment; 3) preferred parts of instruction that can be organized within EMI approach; 4 ) recommendations and opinions given by the participants of the survey regarding introduction of EMI in the university. The survey results present the starting point for the potential deployment of the EMI immersion approach at higher educational institutions.

К ВОПРОСУ ОБ ЭФФЕКТИВНОСТИ НАКОПИТЕЛЬНОЙ СИСТЕМЫ ОЦЕНИВАНИЯ ИНДИВИДУАЛЬНЫХ ДОСТИЖЕНИЙ СТУДЕНТОВ

The article describes one of the possible ways to solve the most important problem of modern higher education in Russia – the low motivation of students to acquire the knowledge, skills and abilities they need in their future professional activities. According to the author, the implementation of a cumulative system for evaluating individual achievements of students in the educational process can contribute to the solution of this problem. Such an assessment system makes it possible to transform the student's desire to get a high grade into an awareness of the need for conscientious and systematic work throughout the semester, increases the objectivity of the teacher's assessment, improves the quality of training and the level of formation of professional competencies. The paper provides a conditional example of the distribution of points of the current and final control in one semester of studying mathematics by students of construction specialties at the Samara State University of Railways. To identify the students' opinion on the effectiveness of the applied cumulative assessment system, the author developed a questionnaire. The survey was conducted anonymously, 243 people took part in it. The analysis of its results suggests that the majority of respondents (about 70%) recognize the effectiveness of the cumulative evaluation system described in the work.

Prepoznavanje problema u ponašanju kod dece predškolskog uzrasta iz ugla vaspitača

Introduction. The research problem is formulated in the form of research questions: can educators recognize problems in the behavior of preschool children, and are they sufficiently competent to undertake planning actions related to the prevention and suppression of externalized and internalized problems in the behavior of preschool children? Objectives. The goal of the research was to determine whether educators can recognize problems in the behavior of preschool children and take measures to overcome these problems. Methods. The research was conducted in January 2023 on a sample of 124 educators from the areas of Bačka and Banat. The teacher's assessment of the recognition of problems in the behavior of preschool children was examined with the Scaler - RBDCPA-EP constructed for the purposes of this research (a = .822). It consists of three subtests: 1) recognition of behavioral problems in preschool children; 2) informing parents and professional associates about observed problems in the behavior of preschool-age children; and 3) taking action to narrow down behavioral problems. Results. The results of the research show that problems in the behavior of preschool-age children can be predictive factors that show behavioral disorders in adolescence. Conclusion. It is concluded that, besides the primary role of educators, it is necessary to undertake a series of planned actions so that preschool institutions provide optimal support for children with behavioral problems and their families.

Assessment and development of physical education teachers' physical literacy: A systematic review.

In recent years, physical literacy (PL) has gained a great deal of attention in global academia. Children's physical activity (PA) participation is severely underrepresented today, and students' participation in PA and PL level development is strongly dependent on the PL levels of PE teachers. This study aims to offer information for PE teachers to improve their PL levels and for the future development of tools to assess the PL of PE teachers through a systematic review of studies assessing PL of PE teachers. The Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) was used to conduct a comprehensive and systematic search in six databases-Web of Science, Scopus, ScienceDirect, PubMed, ProQuest; and SportDiscus, and a total of 671 papers were retrieved, but after removing duplicates, article identification, and screening only eight papers met the inclusion criteria. This study's results indicate a paucity of research related to PL among PE teachers, focusing on children, students, older adults, and children with disabilities. PE teachers performed poorly in the physical competence domain and better in the cognitive and affective domains, with a moderate level of overall PL. Only one instrument is currently available to assess PE teachers' (perceived) PL, and other studies have used instrument components. Therefore, it was concluded that the current PE teachers' PL level is not high. Also, because the concept of PL among PE teachers has not been standardized, no tool has been developed to evaluate the PL of PE teachers comprehensively and systematically. The CPD (continuing professional development) is considered an effective means of enhancing PL among PE teachers, and research should prioritize the development of CPD programs and tools that are specifically tailored to assess PL among PE teachers in the future.

Assessment and Evaluation of Teachers’ Performance and Professional Development

Teacher performance is critical for student academic success, yet many teachers still need additional support to develop their professional competencies fully. This study aimed to address this gap by developing a targeted professional development program for teachers designed to enhance teacher performance. Using a research and development (R&D) design, the study involved 352 teachers from three divisions in Ilocos Norte, selected through Slovin’s formula and stratified proportionate random sampling. Additionally, 21 teachers and 3 professional development program implementers participated in focus group discussions, while 8 experts validated the program’s content. Data were gathered using teacher performance rating forms, interview guides, and content validation instruments and were analyzed through mean scores and thematic analysis. Findings revealed that while teachers generally perform satisfactorily according to professional standards, there is still room for growth. Teachers expressed that participating in more research-based and needs-driven professional development programs would help them further enhance their skills. Based on these findings, experts developed and validated a program as highly suitable for implementation. It is recommended that the program be adopted widely to improve teacher performance and support continuous professional growth.

Development and utilization of kerson (Muntingia calabura) plant for fabric production

Fiber is one of the essential elements in fabric and textile structure. Natural fibers were given a lot of respect over synthetic ones in terms of sustainability. The demand for natural fibers is constantly increasing due to their being environmentally friendly, hygienic, comfortable character, thermal insulation, breathability, and softness. This study focused on the development and utilization of the Kerson (Muntingia calabura) plant fiber for fabric production. It aimed to identify the processes involved in fiber extraction, assess the physical properties of the fabric, and evaluate its acceptability among tailors, dressmakers, teachers, and students. The fibers were processed using the Retting Method and tested for strength and durability at the DOST-PTRI. Results showed that while the fiber had moderate strength, the addition of cotton improved its tensile properties. Evaluation by respondents indicated high acceptability in terms of usefulness, durability, and appearance, with usefulness receiving the highest scores. One-way ANOVA and Tukey post-hoc tests revealed significant differences between the assessments of tailors and teachers, suggesting that teachers were more critical in evaluating the fabric. Overall, the study concluded that Kerson plant fiber has the potential for sustainable fabric production, though further improvements in texture and strength are recommended.