A Study on Educational Assessment of Secondary and Higher Secondary Teachers of Bangladesh
Treść / Zawartość
Educational assessment can be a powerful mechanism in enhancing classroom instructions and student performance. Its effectiveness relies on the beliefs and knowledge of those teachers who apply it daily on a classroom. This study explored attitudes, competence, knowledge, and practices of teachers about educational assessment. In this study participants were 80 in-service teachers teaching various subject areas in secondary and higher secondary level selected from government and private secondary schools and higher secondary colleges in Chittagong city. The study employed a descriptive survey research design. Results revealed that although teachers held a favorable attitude towards and perceived themselves as being competent in educational assessment, they demonstrated a low level of knowledge in educational assessment. Teachers used a variety of assessments in the classroom, primarily for assigning grades and motivating students to learn, with some variations by gender, grade level, and subject area. Teaching load and teaching experience accounted for some of the variations in teachers’ educational assessment practices. Implications for professional developments of teachers in educational assessment as well as recommendations for future research were discussed in this study.
-  Alkharusi, H. A., An analysis of the internal and external structure of the teacher assessment literacy questionnaire. International Journal of Learning, 18 (2011) 515-528.
-  Alkharusi, H., A logistic regression model predicting assessment literacy among in-service teachers. Journal of Theory and Practice in Education, 7 (2011) 280-291.
-  American Federation of Teachers, National Council on Measurement in Education, & National Education Association. Standards for teacher competence in educational assessment of students. Educational Measurement: Issues and Practice, 9 (1990) 30-32.
-  Alimo-Metcalfe, B. & Alban-Metcalfe, R., The development of a new Transformational Leadership Questionnaire. Journal of Occupational and Organizational Psychology, (2001) 1-27.
-  Brookhart, S. M., Educational assessment knowledge and skills for teachers. Educational Measurement: Issues and Practice, 30 (2011) 3-12.
-  Calderhead, J., Teacher: Beliefs and knowledge. In D. C. Berliner & R. C. Calfee (Eds.), Handbook of educational psychology (1996) 709-725). New York: Macmillan.
-  Koh, K. H., Improving teachers’ assessment literacy through professional development. Teaching Education, 22 (2011) 255-276.
-  Lyon, E. G., Beliefs, practices and reflection: Exploring a science teacher’s classroom assessment through the assessment triangle model. Journal of Science Teacher Education, 22 (2011) 122-124.
-  McMillan, J. H., & Lawson, S. R., Secondary science teachers’ classroom assessment and grading practices, (2001) 301.
-  Mertler, C. A., Teachers’ assessment knowledge and their perceptions of the impact of classroom assessment professional development. Improving Schools, 12 (2009) 101-113.
-  Mertler, C. A., & Campbell, C., Measuring teachers' knowledge and application of classroom assessment concepts: Development of the assessment knowledge inventory, (2005) 25-28.
-  Ogan-Bekiroglu, F., Assessing assessment: Examination of pre-service physics teachers’ attitudes towards assessment and factors affecting their attitudes. International Journal of Science Education, 31 (2009) 1-29.
-  Plake, B. S., & Impara, J. C., Teacher competencies questionnaire description. Lincoln, NE: University of Nebraska, (1992) 312.
-  Pope, N., Green, S. K., Johnson, R. L., & Mitchell, M., Examining teacher ethical dilemmas in classroom assessment. Teaching and Teacher Education, 25 (2009) 778-782.
-  Popham, W. J., Needed: A dose of assessment knowledge. Educational Leadership, 63 (2006) 84-85.
-  Siegel, M., & Wissehr, C., Preparing for the plunge: Preservice teachers’ assessment literacy. Journal of Science Teacher Education, 22 (2011) 371-391.
-  Volante, L., & Fazio, X., Exploring teacher candidates' assessment knowledge: Implications for teacher education reform and professional development. Canadian Journal of Education, 30 (2007) 749-770.
-  Wolfe, E. W., Viger, S. G., Jarvinen, D. W., & Linksman, J., Validation of scores from a measure of teachers' efficacy toward standards-aligned classroom assessment. Educational and Psychological Measurement, 67 (2007) 460-474.
-  Zhang, Z., & Burry-Stock, J. A., Classroom assessment practices and teachers’ self-perceived assessment skills. Applied Measurement in Education, 16 (2003) 323-342.