scholarly journals Vocational Education Teachers' Perceptions of Their Use of Assessment Methods

1998 ◽  
Vol 15 (1) ◽  
Author(s):  
Howard R. D. Gordon
Keyword(s):  
Vocational Education ◽  
Assessment Methods ◽  
Teachers Perceptions ◽  
Use Of Assessment

STUDENT-CENTERED CLASROOM ASSESSMENT: PERCEPTION AND NEW METHODS

2019 ◽  
pp. 4-10
Author(s):  
Irini-Renika Popokammenou
Keyword(s):  
Student Perceptions ◽  
Alternative Assessment ◽  
Peer Assessment ◽  
Assessment Method ◽  
Assessment Methods ◽  
Student Centered ◽  
Teachers Perceptions ◽  
Written Comments ◽  
Teachers And Students ◽  
Improve Instruction

One of the important roles and responsibilities of teachers is to conduct assessment to assess students’ progress. The implementation of alternative assessment methods can be frustrating and rather difficult for teachers. This paper discusses teacher and student perceptions on using alternative assessment. It focuses on how young learners of English perceived three different alternative assessments: peer-assessment, conferencing and the use of students’ drawings as assessment materials. The data sources comprised classroom observations, interviews with teachers and written comments from students. Analysis of the data provided insights on how teachers choose assessment techniques in A1 and A2 level classes. Teachers’ perceptions on the specific assessment methods are discussed. The written comments from students identified how students perceived the combination of the assessment methods employed by teachers and which assessment method they favored. The results show that teachers and students have positive perceptions on alternative assessment. Students’ needs and age are important factors for selecting assessment methods and individual needs must be taken into consideration when choosing alternative assessment methods. This paper highlights the importance of alternative assessment in A1 and A2 level classes since it can improve instruction. Results on the drawings used in the study as assessment materials indicate that students value personalized assessment. Alternative assessment can be a vital component in educators’ efforts to improve education.

scholarly journals Teaching and Assessment Methods: STEM Teachers’ Perceptions and Implementation

2021 ◽  
Vol 17 (6) ◽  
pp. em1969
Author(s):  
Effrat Akiri ◽  
Hrisilda Matathia Tor ◽  
Yehudit Judy Dori
Keyword(s):  
Assessment Methods ◽  
Teachers Perceptions

Teachers’ Perceptions of Teaching in Workplace Simulations in Vocational Education

2015 ◽  
Vol 8 (3) ◽  
pp. 287-318 ◽  
Author(s):  
Helen Jossberger ◽  
Saskia Brand-Gruwel ◽  
Margje W. J. van de Wiel ◽  
Henny P. A. Boshuizen
Keyword(s):  
Vocational Education ◽  
Teachers Perceptions ◽  
Perceptions Of Teaching

scholarly journals The reaction of teachers to external evaluations of schools: Proposition of a Model

2004 ◽  
Vol 12 ◽  
pp. 9
Author(s):  
Diego Durán
Keyword(s):  
Academic Performance ◽  
Assessment Instruments ◽  
Real Situation ◽  
The Real ◽  
Teachers Perceptions ◽  
Educational Project ◽  
Academic Achievements ◽  
Use Of Assessment

During the decade of the 1990s, several changes took place in education focusing on evaluating the academic achievements of students in their schools. Many of those assessments sought to reveal the "real" situation of the schools and their quality, in most of the cases limited to the academic performance of the students. Some of these assessments also sought to influence the organization of the schools. This article will discuss how the goal of regulating the system has not always been achieved. On the contrary, most of the time, one can discern an increasing resistance among the main actors of the system (especially teachers) toward the politics of regulating schools through the use of assessment instruments. I present a model that allows a closer view of this conflict based on teachers' perceptions of these assessments and the educational project of their schools.

scholarly journals A phenomenographic study on language assessment literacy: hearing from Iranian university teachers

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Afsheen Rezai ◽  
Gudarz Alibakhshi ◽  
Sajjad Farokhipour ◽  
Mowla Miri
Keyword(s):  
Alternative Assessment ◽  
Language Assessment ◽  
Assessment Methods ◽  
Acceptable Level ◽  
Assessment Literacy ◽  
Structured Interviews ◽  
Pedagogical Content ◽  
Teachers Perceptions ◽  
University Teachers ◽  
Traditional Assessment

AbstractThis study aims to disclose the Iranian university teachers’ perceptions of the fundamentals of language assessment literacy (LAL). To this aim, using purposive sampling, eighteen university teachers from two Iranian universities were invited to participate in semi-structured interviews. Their viewpoints were audio-recorded, transcribed, and subjected to a phenomenographic analysis. Findings yielded two overarching LAL domains: knowledge (e.g., having an acceptable level of digital LAL, satisfying ethical requirements, benefiting more from performance assessment, considering students’ individual differences, making assessment valid, assuring that tests are reliable, and having an acceptable level of pedagogical content knowledge) and skills (e.g., involving students in assessment, using alternative assessment methods, employing logically traditional assessment methods, informing students about test results, administering tests in standardized ways, using valid grading procedures, and bringing positive wash-back effects). After discussing the results, the study concludes with proposing a range of implications for different testing stakeholders and highlighting some avenues for further research.

Assessment Tasks in Online Courses

2011 ◽  
pp. 103-107
Author(s):  
Shijuan Liu
Keyword(s):  
Online Courses ◽  
Relevant Literature ◽  
Assessment Methods ◽  
Assessment Tools ◽  
Course Assessment ◽  
Assessment Tasks ◽  
Online Environments ◽  
Final Grades ◽  
Use Of Assessment

Assessment tasks refer to tasks that an instructor requires students to complete and that counts towards their final grades in a course. Assessment tasks, in the relevant literature, are also called assessment (e.g., Dirks, 1998), assessment methods (e.g., Flinders University, 2002), assignments (e.g., Arend, 2006), or assessment tools (e.g., Simonson, Smaldino, Albright, & Zvacek, 2002). While there is a plethora of literature on assessment tasks in traditional environments, there is a paucity of discussions on assessment tasks in online environments (Comeaux, 2005). This short chapter discusses (1) importance of assessment tasks in online courses, (2) opportunities and challenges that online environments bring to assessment tasks, and (3) principles and strategies in design and use of assessment tasks in online courses.

Sign in / Sign up

Export Citation Format

Share Document