An examination of K-12 teachers’ assessment beliefs and practices in relation to years of teaching experience.

Ünal, Aslıhan; Unal, Zafer

doi:10.20429/ger.2019.160102

Cited by 12 publications

(12 citation statements)

References 23 publications

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“…The findings shows that, high experience teachers have high level of understanding in terms of cognitive, affective and behavioural aspects in constructing HOTS mathematics items compared with average experienced teachers and low experienced teachers. This finding is also consistent with Unal and Unal (2019) which identifies teachers' beliefs and practices in assessment. Teachers playing important role in constructing HOTS items to create a high level assessment.…”

Section: Discussionsupporting

confidence: 90%

Untitled

2020

Humanities and Social Sciences Letters

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Contribution/Originality: The paper's primary contribution is finding that teachers' with high and average experience in teaching Mathematics have significantly better understanding (in terms of cognitive, affective and behavioral aspects) in constructing HOTS Mathematic items compared with teachers who have low experience. As such, this paper has crucial pedagogical implications. 1. INTRODUCTION Higher order thinking skills (HOTS) and problem solving skills are essential for every student to be able to think and solve their daily problems and be more productive in their future careers. According to Suhaili (2014) HOTS are seen as an essential component of competition in today's globalized world as argued by Rajendran (2010) the workforce needs workers who are able to use the maximum level of thinking in problem solving. According to the Malaysian Education Development Plan 2013-2025 (2013), high-level thinking skills (HOTS) should be applied in all subjects especially Mathematics since Mathematics is the driving force for development in the field of Science and Technology, which also develops the quality of their daily life. The effectiveness of teaching and learning of HOTS items in Mathematics is very much depends on the teachers' understanding and their readiness to teach the subject (Abdullah, Alhassora, & Abu, 2017). Teachers'

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Section: Discussionsupporting

confidence: 90%

Untitled

2020

Humanities and Social Sciences Letters

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“…It also helps to measure the level of students' acquiring of learning skills (Dandis, 2013;Siemon et al, 2017). Assessing students' understanding introduces a better view of what the students know (Unal & Unal, 2019). Assessment results are not only important for students' learning but also help teachers and educational organizations to discover the strengths and weaknesses of their educational efforts (Abdullah et al, 2019).…”

Section: Literature Reviewmentioning

confidence: 99%

“…School accountability assessment uses student assessments and tools results to measure the quality of schools and teachers. The school accountability assessment provides information about student performance (Unal & Unal, 2019). It can be defined the students' learning and thinking strengths and weaknesses through analyzing the results of assessment tools (Ali, 2015;Haynes et al, 2016).…”

Section: Literature Reviewmentioning

confidence: 99%

“…This motivated educator and researchers to look for ways that help to improve the classroom assessment practices and discover what factors that may increase or decrease the quality of these assessment practices like the teachers' assessment beliefs. Teachers' beliefs related to assessment are a critical portion of the teachers' system beliefs (Unal & Unal, 2019). Several researchers have examined the assessment beliefs of mathematics teachers.…”

Section: Introductionmentioning

confidence: 99%

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Development and Validation of Teachers’ Assessment Belief of Mathematical Thinking Instrument

Alhunaini¹,

Osman²,

Abdurab³

2021

EUROPEAN J ED RES

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<p style="text-align: justify;">This study was conducted to corroborate in understanding the teachers’ beliefs about assessment practices. The prior studies related to teachers’ assessment beliefs in mathematics have been done to assess teachers’ beliefs in the general context of mathematics teaching. This study developed an instrument to assess teachers’ assessment beliefs of mathematical thinking. The research aimed to develop and validate a scale of assessment beliefs of mathematical thinking by using the confirmatory factor analysis. The first draft of the scale contained 25 items. The sample of the study consisted of 537 mathematics teachers from public schools in Oman. The instrument was a questionnaire with a 5-point Likert scale. The scale was validated by asking a number of experts in mathematics educational measurement and evaluation. Exploratory and confirmatory factor analysis was applied to test the model of assessment beliefs of mathematical thinking scale using AMOS 25.0. All constructs had acceptable reliability. The model had a good model fit for the assessment beliefs of mathematical thinking scale which obtainable from the fit indices tests. The findings revealed that all fit criteria indices were realized. The results also showed acceptable validity and construct reliability for the scale.</p>

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“…Recent research has shown notable differences between novice and experienced teachers (Rice, 2003;Rivkin et al, 2005;Rockoff, 2004). Experienced teachers have a greater ability to prioritize tasks and are more effective at managing the unpredictable nature of a classroom (Unal & Unal, 2019). Novice teachers, in contrast, have been shown to be "more hesitant, less flexible…and sometimes less capable of working with speed, fluidity, and flexibility" (Unal & Unal, 2019, p. 3).…”

Section: Teacher Effectivenessmentioning

confidence: 99%

Segregation within integrated schools: Racially disproportionate student-teacher assignments in middle school

Benson

Bryant

Gezer

2020

EPAA

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Racial segregation has been an ongoing issue in American education and one of the leading contributors to the racial achievement gap. Prior to the Brown v. Board decision of 1954, Black Americans were legally relegated to substandard schools and educational opportunities. Post-Brown, racial segregation continues to manifest as a result of de facto segregation and second-generation segregation. Moreover, the predominantly White teaching force – a negative consequence of desegregation – has been linked to poorer outcomes for Black and Latino students. Our study examines trends in racially disproportionate assignment of Black and Latino students to less experienced teachers than their White counterparts. Specifically, our analysis illustrates statistically significant trends in the assignment of less experienced teachers to Black and Latino students in middle school math over several years. This analysis contributes to the recent research phenomenon of measuring the cumulative pattern of racially disproportionate teacher-student assignments over time as a particularly effective means of understanding the effects of systematic and sustained inequalities on academic achievement. Across several grades and content areas of instruction, we found that the race of students was related to the teaching experience of their teachers. Our findings illustrate the negative impacts of racial segregation on students of color and supports the need for more intervention and administrative intentions regarding teacher-student assignments and racial equity in schools.

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An examination of K-12 teachers’ assessment beliefs and practices in relation to years of teaching experience.

Cited by 12 publications

References 23 publications

Untitled

Untitled

Development and Validation of Teachers’ Assessment Belief of Mathematical Thinking Instrument

Segregation within integrated schools: Racially disproportionate student-teacher assignments in middle school

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