Adaptation of the Students' Perceptions of the Science and Technology Course Classroom Assessment Environment Scale into Turkish

Buldur, Serkan; Doğan, Alev

doi:10.15390/eb.2014.3729

Cited by 9 publications

(4 citation statements)

References 15 publications

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“…Notably, assessment should be varied to determine ifset objectives or goals are met. In fact, the assessment techniques used by the teachers, the frequency of theassessment activities, the feedback given to the students, and the presentation of the assessment results constitutean assessment environment for every classroom (Buldur et al, 2014).…”

Section: Discussionmentioning

confidence: 99%

The Experiences of Teachers at Multi Grade Classrooms at Special Education Schools

2024

AHSS

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This study examines the experiences of teachers in multi-grade classrooms within special schools in Punjab, Pakistan. The aim is to identify the challenges and practices by the teachers during multi grade teaching. This was a descriptive study and quantitative method was used.Theresearch involved 230 participants as sample from special institutions in Punjab.Convenient sampling method was used to collect data. A self designed instrument was developed after intensive review of literature and validity from eminent field experts. Participants completed a survey questionnaire, and the collected data were analyzed using descriptive and inferential statistics. The findings indicate that teachers encounter significant challenges in multi-grade teaching within special schools, including managing different levels of learning, insufficient resources, lack of training, classroom management issues, instructional strategies, assessment difficulties, and curriculum concerns.The conclusions drawn suggested that addressing these challenges requires providing support, allocating resources, and improving classroom management practices. It also recommended enhancing professional development opportunities and designing a curriculum that promotes inclusivity and caters to the needs of students in multi-grade classrooms.

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Section: Discussionmentioning

confidence: 99%

The Experiences of Teachers at Multi Grade Classrooms at Special Education Schools

2024

AHSS

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“…Notably, assessment should be varied to determine if set objectives or goals are met. In fact, the assessment techniques used by the teachers, the frequency of the assessment activities, the feedback given to the students, and the presentation of the assessment results constitute an assessment environment for every classroom (Buldur & Doğan, 2014).…”

Section: ((When Asked About the Teaching Aids Being Used In The Class)) (T3) I Use Attractive Materials In Teaching Like Pictures And I Amentioning

confidence: 99%

BADANGAM: An indigenized multi-grade teaching model

Velasco¹,

Ramos²,

Azarias³

2022

IJRSE

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Multi-grade teaching has played a vital role in molding learners especially in areas lack classrooms, teachers, and other learning resources. Given its vital role, researches have been conducted exploring the pedagogical knowledge, skills, and challenges in multi-grade teaching. However, more investigations are needed to document the lived experiences and teaching mechanisms of multi-grade teachers. In such lights, this phenomenological study was undertaken to describe the lived experiences of the teachers and their teaching mechanisms in multi-grade teaching. Through interviews with eight (8) with the aid of an aide-mèmoire, the study produced extended texts as a result of transcribing the interview recordings. These extended texts were subjected to cool and warm analyses which revealed that the participants' views on multi-grade teaching as challenging, fulfilling, love, and learning. In addition, the study surfaced the teaching mechanism of the participants which were dubbed as BADANGAM: Beginning with the Learners in Mind, Activating Interests through Varied Activities, Designing with the Learners in Mind, Adhering to Principles, Netting Learning through Varied Activities, Going Multi-Modal, Asking Questions, and Making Use of Varied Assessment. With these mechanisms, the BADANGAM Model in multi-grade teaching was formulated. Finally, the study recommends the provision of mitigation and intervention program and assistance to multi-grade teachers that shall help them outwit the challenges they face, the provision of reinforcing and additional trainings and seminars on teaching mechanisms in multi-grade teaching, the use of the BADANGAM model in multi-grade teaching, and the conduct of studies to test the effectiveness of the developed model.

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“…Cheng, Wu and Liu (2015) applied the Perceived Classroom Assessment Environment Scale together with the Perceptions of Assessment Tasks Inventory (PATI) to 620 university students from three universities in China in order to explore the relationship between students' perceptions of assessment tasks and their classroom assessment environment. Their findings showed that congruence with planned learning and student consultation were both positive predictors of a learning-oriented classroom assessment environment and negative predictors of a performance-oriented one, showing the potential twofold benefits of aligning assessment tasks with the goals and objectives of the program and informing students about how they would be assessed (BULDUR; DOĞAN, 2014).…”

Section: Perceived Classroom Assessment Environment Scalementioning

confidence: 99%

English language assessment: unfolding school students’ and parents’ views

et al. 2021

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The current study analyzes Chilean students’ and parents’ perceptions of English language assessment. 352 Chilean 10 th graders were surveyed using the Perceptions of the Assessment Tasks Inventory, the Perceived Classroom Assessment Environment Scale, and the Test Anxiety Scale in order to measure their perceptions of English language assessment. A semi-structured interview was also conducted to capture the perceptions of 74 parents about English and the way their children are assessed in the English subject. The quantitative data was analyzed using the Pearson Correlation Coefficient to measure how strong the relationship of the scores was in the three scales, and qualitative data was categorized using content and frequency analysis. The findings suggest that the subscales of the three surveys hold statistically significant relationships and students feel that a Learning-oriented assessment environment benefits them more than a Performance-oriented one. The former is a kind of environment that favors students’ learning and mastery of subject materials, whereas the latter is a type of environment that aligns with classroom assessment practices that emphasize the importance of grades over learning. The qualitative results also suggest that parents have a positive perception of the English language and believe it is useful for their children’s life even though they themselves might find it difficult to learn the language.

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Adaptation of the Students' Perceptions of the Science and Technology Course Classroom Assessment Environment Scale into Turkish

Cited by 9 publications

References 15 publications

The Experiences of Teachers at Multi Grade Classrooms at Special Education Schools

The Experiences of Teachers at Multi Grade Classrooms at Special Education Schools

BADANGAM: An indigenized multi-grade teaching model

English language assessment: unfolding school students’ and parents’ views

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