Primary school teachers’ conceptions and practices of assessment and their Relationships

Takele, Melaku; Melese, Wudu

doi:10.1080/2331186x.2022.2090185

Cited by 9 publications

(11 citation statements)

References 20 publications

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“…al., 2021). The authors Takele and Melese (2022) pointed out that one assessment instrument is not sufficient, but then again different forms of assessment should be applied, including formative assessment through instructive comments so that children in the classroom have more problem solving ideas. Through necessary advice, formative assessment helps students comprehend if they have understood the lesson and to improve their learning (Skutil and Maněnová, 2021).…”

Section: Literature Reviewmentioning

confidence: 99%

Cooperation With Parents Before and During Covid19 for Sustainable Learning Through Formative Assessment

Buza,

Shala,

Haraqija

2023

Policy Futures in Education

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This study shows the way in which sustainable learning through cooperation with parents is achieved before, during and after the lockdown period (COVID19) by applying systematic formative assessment. Therefore, as a result of this cooperation, through the planning and realization of the formative assessment, students’ motivation is achieved, and this positively affects their sustainable learning. The study has a research character and points out the impact of feedback on student achievement from the perspective of parents and teachers. The study analysis is based on the quantitative data collected through a survey with parents ( N = 21), qualitative data collected by the teacher through planning and implementation of the formative assessment and cooperation with parents through written comments. Based on the results of the findings, it is concluded that through timely interventions by teachers and cooperation with parents, gaps can be filled in, so that the children are informed appropriately and a real, reliable and systematic assessment is carried by the teachers.

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Section: Literature Reviewmentioning

confidence: 99%

Cooperation With Parents Before and During Covid19 for Sustainable Learning Through Formative Assessment

Buza,

Shala,

Haraqija

2023

Policy Futures in Education

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“…À semelhança do que acontece em relação às crianças, também estes estudos são plurais nas suas intenções ou pontos de interesse. Alguns optam por um foco disciplinar, associado, por exemplo, ao modo como os educadores perspectivam a avaliação no âmbito no ensino do inglês (Mohamed et al, 2021), da educação física (Kim & Lee, 2022) ou da educação Matemática (Gamboa-Araya et al, 2022;Martin et al, 2022;Takele & Melese, 2022); outros estudos há que privilegiam trabalhos de investigação que ora procuram melhor esclarecer o modo como, genericamente, os docentes perspectivam as práticas ou finalidades de avaliação (Bellindo-Garcia et al, 2022;Monteiro et al, 2021), nomeadamente a avaliação diagnóstica (Mitsiaki et al, 2021;Wammes et al, 2022), ora visam analisar como grupos concretos constroem estes referenciais, como professores jovens (Amador et al, 2022). Qualquer uma das opções revela, pelo menos de forma implícita, a centralidade das concepções destes profissionais nas opções de avaliação (Duarte, 2021;Rosales López, 2014;Santos Guerra, 2014), afirmando-se como uma alternativa indireta para a compreensão do fenómeno.…”

Section: Tabelaunclassified

A avaliação pedagógico-curricular no ensino primário: Uma revisão sistemática da literatura

Duarte

Fonseca

2023

EPAA

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O artigo corresponde a uma revisão sistemática da literatura, em que se procura analisar como se tem estudado a relação entre a educação primária e a avaliação pedagógico-curricular e quais são os principais resultados dessas investigações. Para a análise, consideraram-se 61 artigos com presença na Scopus e/ou na Web of Science. Enquanto principais resultados, destacam-se três ideias. A investigação privilegia trabalhos de natureza predominantemente técnica, através da validação de instrumentos. Existe uma certa desconsideração ontológica do ensino elementar, fazendo com que a investigação reforce lógicas de fragmentação curricular, deste contexto formativo. As políticas e práticas de investigação parecem não conseguir estabelecer um discurso contra-hegemónico que melhor permite analisar, problematizar e criticar as políticas educativas dominantes.

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“…This suggests that assessment practices of teachers, including continuous assessment practices, could be influenced by their perceptions. Takele and Melese (2022) argue that teachers' conception of assessment influences their classroom practices, either positively or negatively, and observed in their study that teachers' conceptions of CA account for more than a quarter of the disparity in their classroom practices. Teachers' conceptions of assessment form the basis for their assessment practices in the classroom (Dagdag & Dagdag, 2020;Monteiro et al, 2021;Rural, 2021).…”

Section: Introductionmentioning

confidence: 96%

“…According to Brown (2008), Excellent Perceptions of CA practices include those that position CA as being helpful in making decisions about teaching and learning; Good Perception includes perceiving CA as a means of gathering information about teaching and learning; Weak Perceptions include perceiving CA as a means of giving feedbacks to students using grades, internally generated assessment tasks by the teacher in a school, among others; and Very Weak Perceptions include perceiving CA as a means of giving information about learners to parents, schools and other stakeholders. This study used Brown’s (2008) conceptualization of the range of teachers’ perceptions of CA as its main frame since others such as Takele and Melese (2022) also drew from Brown’s study.…”

Section: Introductionmentioning

confidence: 99%

“…Drawing on the work of Brown (2004Brown ( , 2006, Takele and Melese (2022) have identified four types of conceptions of assessment: (1) assessment as improvement of teaching and learning (improvement), (2) assessment as making schools and teachers accountable for their effectiveness (school accountability), (3) assessment as making students accountable for their learning (accountability), and (4) assessment as irrelevant to the life and work of teachers and students (irrelevant).…”

Section: Introductionmentioning

confidence: 99%

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Senior High School Mathematics Teachers’ Perceptions and Use of Continuous Assessment

Davis,

Gbormittah

2023

SAGE Open

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This study sought to ascertain how Senior High School mathematics teachers perceived Continuous Assessment (CA) and used CA scores. It also explored relationships between teachers’ perceptions of CA and their use of CA scores as well as the difficulties mathematics teachers faced administering CA. One hundred sixty (160) Senior High School mathematics teachers from two districts in the Central Region of Ghana participated in the study. Questionnaires were administered to the research participants in 16 Senior High Schools (SHSs) across the two districts. The data collected was analyzed, using both descriptive and inferential statistics. The results from the study revealed that the participants perceived CA primarily as a means of generating grades and providing feedback. The majority of the participants used their students’ CA scores for the purpose of generating end-of-term grades. Teachers’ teaching experience and professional status were found to have effect on their perception of CA and the use of CA scores. A strong positive correlation was found to exist between teachers’ perception and their use of CA as well as their teaching experience and the use of CA scores. The implications of the findings for policy and continuous professional development of mathematics teachers have been provided.

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Primary school teachers’ conceptions and practices of assessment and their Relationships

Cited by 9 publications

References 20 publications

Cooperation With Parents Before and During Covid19 for Sustainable Learning Through Formative Assessment

Cooperation With Parents Before and During Covid19 for Sustainable Learning Through Formative Assessment

A avaliação pedagógico-curricular no ensino primário: Uma revisão sistemática da literatura

Senior High School Mathematics Teachers’ Perceptions and Use of Continuous Assessment

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