Evaluation of Alternative Assessment Methods Used in Elementary Schools

Demir, Mehmet; Tananis, Cynthia A.; Trahan, Keith

doi:10.15390/eb.2019.6272

Cited by 10 publications

(10 citation statements)

References 17 publications

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“…Curriculum 2013 in elementary school has set the planning, implementation and processing of assessments by teachers. Assessment techniques used by teachers in elementary schools are assessment through attitudes, knowledge, and skills (Demir, Tananis, & Trahan, 2019). Attitude assessment is intended as an assessment of student behavior in the learning process which includes spiritual and social attitudes (Şimşir, Seki, & Dilmaç, 2018).…”

Section: Introductionmentioning

confidence: 99%

The Factors Affecting Teachers’ Readiness In Developing Science Concept Assessment Through Inquiry-Based Learning Process In Elementary Schools

Budiastra

Erlina

Wicaksono

2019

ASSRJ

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Teachers need to develop their professionalism in teaching to achieve 21st century learning competencies. The role of the teacher is not only to provide information but also to assess the learning process and outcomes comprehensively and in an integrated manner. This study aimed to describe the factors that support the readiness of teachers to carry out assessments in inquiry-based science in elementary schools. Respondents in this study were 87 elementary school teachers who were 87 students spread across four regions of the UT Regional Office namely Pangkalpinang, Jakarta, Denpasar, and Kupang. These four regions of the UT Regional Office were chosen as a representation of the regions of West, Central and East Indonesia. From this sample, teachers were examined to see their readiness to compose a lesson plan and carry out an inquiry assessment. Next, teachers filled in the response sheet to find out their readiness to carry out an inquiry assessment in science learning in elementary schools. Teaching inquiry-based science required teachers to spend more time preparing lesson plans to prepare tools and learning materials. Factors which supported the readiness of teachers to measure the inquiry-based science learning process in elementary schools, including their sufficient capacity to develop lesson plans which were oriented to the inquiry process, peer support and teachers’ working group. Some efforts were done to overcome obstacles namely developing the ability to assess the mastery of science concepts through inquiry-based learning processes in elementary schools, utilizing teachers’ working group (TWG) and the support of school principals/assessors to make relevant assessment tools.

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Section: Introductionmentioning

confidence: 99%

The Factors Affecting Teachers’ Readiness In Developing Science Concept Assessment Through Inquiry-Based Learning Process In Elementary Schools

Budiastra

Erlina

Wicaksono

2019

ASSRJ

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“…Although the curriculum included many complex assessment methods, many assessment forms, and high intensity, the curriculum lacked guidance on teaching, using assessment methods, and explaining how to use assessment methods (Skipp and Dommett, 2021). Consistent with the ndings of Demir et al (2019), found that teachers in Turkey and the US had di culty implementing assessment methods due to a lack of information. Institutional challenges to curriculum implementation appear to be signi cant.…”

Section: Discussion Conclusionmentioning

confidence: 79%

“…1, 2, 3 and 4). Thirdly, the ndings were categorised based on six factors: an overview of the mathematics curriculum (Table 1), objectives and content of the mathematics curriculum (Table 2), learning process and assessment (Table 3); teacher-based challenges (Table 4), curriculum-based challenges (Table 5) and institutionalbased challenges (Table 6) in the implementation of the curriculum based on inspirational emerging ndings from previous literature reviews (e.g., Demir et al, 2019;Billingsley & Bettini, 2019). Fourth, subcategories were identi ed through collaborative analysis and decision-making.…”

Section: Discussionmentioning

confidence: 99%

A review of literature on mathematics curricula in use at primary school level

Demir

2024

Preprint

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This paper investigates research on the evaluation of primary mathematics curricula over seventeen years to provide significant guidance on the essential issues and a set of fundamental principles for promoting mathematics achievement in Turkey and internationally. To do this, I aim to contribute to the primary mathematics curriculum and research by synthesising relevant research and identifying potential trends, highlighting key research findings, identifying challenges in curriculum implementation, and highlighting gaps in the literature. I synthesised ninety-four studies from 2005 to 2022 using descriptive content analysis, categorising the data according to overall mathematics curricula, including curriculum objectives, content, learning process and assessment, teacher, curriculum, and institutional challenges in implementing the curriculum. My critique highlights strengths and weaknesses in the literature, suggests research priorities for researchers to guide future research, and outlines specific implications for policymakers, leaders, and teachers in a mathematics curriculum.

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“…Connecting formative assessment in Social Studies instruction with learning theories is essential. What follows displays how specific researchers propose choosing theory-based assessment processes (adapted from Demir et al, 2019).…”

Section: Review Of the Related Literaturementioning

confidence: 99%

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

Eshun,

Ochour,

Bordoh

2024

Innovare J Edu

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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.

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Evaluation of Alternative Assessment Methods Used in Elementary Schools

Cited by 10 publications

References 17 publications

The Factors Affecting Teachers’ Readiness In Developing Science Concept Assessment Through Inquiry-Based Learning Process In Elementary Schools

The Factors Affecting Teachers’ Readiness In Developing Science Concept Assessment Through Inquiry-Based Learning Process In Elementary Schools

A review of literature on mathematics curricula in use at primary school level

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

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