Using Written Tests to assess Holistic Development of Lower Primary School Learners in Kenya

Abstract: Classroom assessment (PBD) is introduced with the purpose of assessing and measuring the holistic development of a student's learning. PBD needs to be implemented to ensure that students develop an interest and enjoyment of learning. The burden of examination has been fully reduced to ensure that student character building can be carried out from standard one until three. This research is conducted to understand how primary school teachers in Malaysia implement PBD. The main aspects that been researched is on how teachers are integrating curriculum, teaching and assessment and the second is on how teachers are implementing PBD. Researcher has chosen to use a qualitative approach because this research aims to explore and understand in-depth on how teachers are implementing PBD. Ten teachers were selected to obtain data on the implementation of PBD. Researcher conducted interviews and observations during the data collection process. The findings were reported based on themes generated from the data obtained. Three themes have been developed to explain how teachers integrate curriculum, teaching and assessment as well as implementing PBD. The themes can also explain in detail the process of implementing PBD among these teachers. Ideally, teachers would still need ongoing supervision and guidance to ensure that they can understand and realize the implementation of PBD as required. This research also shows that there are still some gaps that policymakers need to fill in to ensure that the goals of the implementation could be achieved. Keywords: Curriculum, Teaching, Classroom Assessment, Assessment Abstrak : Pentaksiran Bilik Darjah (PBD) diperkenalkan dengan tujuan untuk menilai dan mengukur perkembangan pembelajaran seseorang murid secara holistik. PBD perlu dilaksanakan untuk memastikan murid-murid dapat memupuk minat dan keseronokkan untuk belajar. Bebanan peperiksaan telah dikurangkan sepenuhnya untuk memastikan pembinaan karakter murid dapat dilakukan sepanjang tempoh murid-murid ini berada di tahun satu hingga tiga. Penyelidikan ini dijalankan untuk memahami cara guru-guru sekolah rendah di Malaysia melaksanakan PBD. Aspek utama yang dilihat ialah cara guru-guru menghubungkaitkan kurikulum, pengajaran dan pentaksiran dan yang kedua ialah cara guru-guru melaksanakan PBD. Penyelidik telah memilih untuk menggunakan pendekatan kualitatif kerana penyelidikan ini berhasrat untuk meneroka dan memahami cara guru-guru melaksanakan PBD. Seramai sepuluh orang guru telah dipilih secara persampelan bertujuan untuk mendapatkan maklumat tentang pelaksanaan PBD. Penyelidik telah melakukan temu bual dan pemerhatian untuk proses pengumpulan data. Dapatan telah dilaporkan berdasarkan tema-tema yang dihasilkan berdasarkan data yang telah dikumpulkan. Tiga tema telah diperoleh untuk menjelaskan cara guru-guru menghubungkaitkan kurikulum, pengajaran dan pentaksiran serta melaksanakan PBD. Tema-tema itu juga dapat menjelaskan secara terperinci tentang proses pelaksanaan PBD dalam kalangan guru-guru yang dipilih. Secara idealnya para guru didapati masih memerlukan pemantauan dan bimbingan yang berterusan untuk memastikan mereka dapat memahami dan menzahiri cara pelaksanaan PBD seperti yang dihasratkan. Penyelidikan ini juga dapat menunjukkan bahawa masih terdapat beberapa lompang yang perlu diisi oleh pihak penggubal dasar untuk memastikan hasrat pelaksanaan PBD dapat dicapai sepenuhnya. Kata Kunci: Kurikulum, Pengajaran, Pentaksiran Bilik Darjah, Pentaksiran

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The prevalence of allergic diseases in primary school children in Edirne, Turkey

Clinical & Experimental Allergy ◽

10.1046/j.1365-2222.1997.1130791.x ◽

1997 ◽

Vol 27 (3) ◽

pp. 262-269 ◽

Cited By ~ 10

Author(s):

Z. TOROS SELCUK ◽

T. CAG-LAR ◽

T. ENUNLU ◽

T. TOPAL

Keyword(s):

Primary School ◽

School Children ◽

Allergic Diseases ◽

Primary School Children

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Development of the Teacher Attitudes Towards Self-Regulated Learning Scale

European Journal of Psychological Assessment ◽

10.1027/1015-5759/a000322 ◽

2018 ◽

Vol 34 (3) ◽

pp. 193-205 ◽

Cited By ~ 2

Author(s):

Julia Steinbach ◽

Heidrun Stoeger

Keyword(s):

Factor Analysis ◽

Primary School ◽

Factor Structure ◽

Concurrent Validity ◽

Binary Logistic Regression ◽

Affective Component ◽

Self Regulated Learning ◽

Regulated Learning ◽

Teachers Attitudes ◽

Development And Validation

Abstract. We describe the development and validation of an instrument for measuring the affective component of primary school teachers’ attitudes towards self-regulated learning. The questionnaire assesses the affective component towards those cognitive and metacognitive strategies that are especially effective in primary school. In a first study (n = 230), the factor structure was verified via an exploratory factor analysis. A confirmatory factor analysis with data from a second study (n = 400) indicated that the theoretical factor structure is appropriate. A comparison with four alternative models identified the theoretically derived factor structure as the most appropriate. Concurrent validity was demonstrated by correlations with a scale that measures the degree to which teachers create learning environments that enable students to self-regulate their learning. Retrospective validity was demonstrated by correlations with a scale that measures teachers’ experiences with self-regulated learning. In a third study (n = 47), the scale’s concurrent validity was tested with scales measuring teachers’ evaluation of the desirability of different aspects of self-regulated learning in class. Additionally, predictive validity was demonstrated via a binary logistic regression, with teachers attitudes as predictor on their registration for a workshop on self-regulated learning and their willingness to implement a seven-week training program on self-regulated learning.

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Time-Based Prospective Memory in Schoolchildren

Zeitschrift für Psychologie ◽

10.1027/2151-2604/a000053 ◽

2011 ◽

Vol 219 (2) ◽

pp. 92-99 ◽

Cited By ~ 15

Author(s):

Babett Voigt ◽

Ingo Aberle ◽

Judith Schönfeld ◽

Matthias Kliegel

Keyword(s):

Primary School ◽

Prospective Memory ◽

Age Differences ◽

Memory Retrieval ◽

Primary Schools ◽

School Age Children ◽

School Age ◽

Older Children ◽

Strategic Monitoring ◽

Primary School Age

The present study examined age differences in time-based prospective memory (TBPM) in primary school age children and tested the role of self-initiated memory retrieval and strategic time monitoring (TM) as possible developmental mechanisms. Fifty-four children were recruited from local primary schools (27 younger children, mean age = 7.2 ± 0.55 years, and 27 older children, mean age = 9.61 ± 0.71 years). The task was a driving game scenario in which children had to drive a vehicle (ongoing task) and to remember to refuel before the vehicle runs out of gas (TBPM task, i.e., the fuel gauge served as child-appropriate time equivalent). Fuel gauge was either displayed permanently (low level of self-initiation) or could only be viewed on demand by hitting a button (high level of self-initiation). The results revealed age-dependent TBPM differences with better performance in older children. In contrast, level of self-initiated memory retrieval did not affect TBPM performance. However, strategies of TM influenced TBPM, as more frequent time checking was related to better performance. Patterns of time checking frequency differed according to children’s age and course of the game, suggesting difficulties in maintaining initial strategic TM in younger children. Taken together, the study revealed ongoing development of TBPM across primary school age. Observed age differences seemed to be associated with the ability to maintain strategic monitoring.

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