Primary School Teachers' Usage and Perception of Online Formative Assessment Tools in Language Assessment

2021 ◽  
Vol 10 (1) ◽  
Author(s):  
Fedelis Remmi ◽  
Harwati Hashim
Keyword(s):  
Primary School ◽  
Formative Assessment ◽  
Language Assessment ◽  
Assessment Tools ◽  
School Teachers ◽  
Primary School Teachers ◽  
Online Formative Assessment

scholarly journals Expert recommendations for the design of a children’s movement competence assessment tool for use by primary school teachers

2018 ◽  
Vol 25 (2) ◽  
pp. 524-543
Author(s):  
David Morley ◽  
Thomas Van Rossum ◽  
David Richardson ◽  
Lawrence Foweather
Keyword(s):  
Focus Groups ◽  
Primary School ◽  
Teaching And Learning ◽  
Assessment Tool ◽  
Assessment Tools ◽  
Competence Assessment ◽  
School Teachers ◽  
Primary School Teachers ◽  
Multi Phase ◽  
Expert Recommendations

A child’s early school years provide a crucial platform for them to develop fundamental movement skills (FMS), yet it has been acknowledged that there is a shortage of suitable FMS assessment tools for teachers to use within schools. To begin to address this shortfall, the purpose of this study was to elicit expert recommendations for the design of a FMS assessment tool for use by primary school teachers. A multi-phase research design was used, involving two scenario-guided focus groups with movement experts ( n = 8; five academics and three practitioners). Data captured in both focus groups were transcribed verbatim and thematically analysed. Three dichotomous dilemmas emerged from the data in relation to assessing children’s movement competence: (a) Why? For research purposes or to enhance teaching and learning?; (b) How? Should the assessment setting be engineered or natural?; and (c) What? Should the detail of the assessment be complex or simple and should the nature of the tasks be static or dynamic? These findings suggest that any future development of movement competence assessment protocols for use by primary school teachers needs to consider the specific purpose and context of the assessment.

scholarly journals The Degree of Knowledge and Use of Authentic Assessment Tools by Basic Elementary Teachers' According to some Variables

2021 ◽  
Vol 32 (3) ◽  
pp. 86-98
Author(s):  
Amjad Joma ◽  
Amjad Joma ◽  
Sharif Al Soudi ◽  
Salma Alalawi
Keyword(s):  
Primary School ◽  
Alternative Assessment ◽  
Basic Education ◽  
Authentic Assessment ◽  
Assessment Tools ◽  
Evaluation Tools ◽  
School Teachers ◽  
School Students ◽  
Primary School Teachers ◽  
Alternative Evaluation

Evaluation is one of the most important elements of  teaching process. The recent trends in evaluation and educational reform movements have called for using alternative evaluation, which focuses on performance evaluation. Authentic assessment is usually described as formative, in which students participate in their acquisition, in addition to the fact that students are productive and active, which is reflected in the students' achievement and skill level. The study aims to reveal the degree of knowledge and use of alternative assessment tools by primary school teachers in Gaza -Palestine. To meet the objective of the study, the researchers used the descriptive-analytical method and the questioner as a study tool. The study sample consisted of (134) elementary basic school teachers in the Gaza governorate in Palestine. Results have shown that the percentage of knowledge of alternative evaluation tools reached (77.7%), which is a high level, and that the percentage of using alternative evaluation tools reached (70.3%). As it is seen, the percentages do not vary according to variables, such as: gender, educational qualification, specialization, classes taught by the teacher, years of service, type of school, gender of school students, educational region, and taking training courses. Howerver, the degree of usage of such alternative tools varies in favour of basic education. The study recommends continuing to motivate primary school teachers to employ alternative assessment tools, and to support them with courses and workshops that enhance their skills in employing these tools

scholarly journals Technology and Early Science Education: Examining Generalist Primary School Teachers’ Views on Tacit Knowledge Assessment Tools

2017 ◽  
Vol 10 (11) ◽  
pp. 135 ◽  
Author(s):  
Michael Hast
Keyword(s):  
Science Education ◽  
Primary School ◽  
Tacit Knowledge ◽  
Conceptual Development ◽  
Continuing Professional Development ◽  
Assessment Tools ◽  
Knowledge Assessment ◽  
School Teachers ◽  
Primary School Teachers ◽  
Early Science Education

For some time a central issue has occupied early science education discussions – primary student classroom experiences and the resulting attitudes towards science. This has in part been linked to generalist teachers’ own knowledge of science topics and pedagogical confidence. Recent research in cognitive development has examined the role of so-called tacit knowledge and its potential benefits for supporting conceptual development in children. However, the incorporation of such tools would depend on teachers’ willingness to use it. Taking a qualitative approach through interviews, the present study examined 12 generalist primary school teachers’ views on science education and their perceptions of tacit knowledge assessment as an approach to facilitating conceptual change. The overall results indicate positive attitudes embedded within a model centred on trust and responsibility of learning. These findings support the use of relevant software for teaching children by emphasising the willingness of teachers to use such technology, which has further consequences for continuing professional development of classroom teachers who do not have formal science backgrounds, which in turn should promote science achievements among students.

Role of Teachers in Building the Concept of Sustainable Development: Success or Failure

2020 ◽  
Vol 1 (1) ◽  
Author(s):  
Ayaz Muhammad Khan ◽  
Amber Jamshaid ◽  
Tayyibah Roohi ◽  
Amna Ramzan
Keyword(s):  
Sustainable Development ◽  
Primary School ◽  
Sampling Technique ◽  
School Teachers ◽  
Primary School Teachers ◽  
Primary Level ◽  
Significant Difference ◽  
Role Of Teachers ◽  
Major Factors

Sustainable Development (SD) is a rich, challenging and thought-provoking construct in social sciences. The main purpose of this paper was to identify and explore the role played by primary school teachers in building up the idea of sustainable development (SD) among students. This paper was intended to identify that how a teacher can successfully execute the concept of SD by influencing students’ minds at the primary level. Quantitative survey technique were utilized for data collection. All the primary school teachers of Lahore division comprised the population of the study. Through multistage sampling technique, 352 primary school teachers were selected as participants of the study. A self-developed SD questionnaire incorporating four major factors (teachers’ awareness, pedagogy, curricular and co-curricular activities) with Cronbach’s alpha value = .93 was used to measure the role of teachers in building the sustainability concept among students at primary level. The results indicated a significant mean score difference among SD scores of teachers, sector wise (private and public). Furthermore, the results also reconnoitered the significant difference (p=.04) between the mean scores of female and male teachers in building up the SD concept in students’ minds.

The Performance of Primary School Teachers In the Unit of Education Technical Implementation, Banyumanik, Semarang

2018 ◽  
Vol 1 (2) ◽  
pp. 81
Author(s):  
Muhamad Afandi ◽  
Sari Yustiana
Keyword(s):  
Elementary School ◽  
Primary School ◽  
Learning Process ◽  
Random Sampling ◽  
Sampling Technique ◽  
Lesson Plans ◽  
School Teachers ◽  
Primary School Teachers ◽  
Assessment Of Learning ◽  
Overall Performance

The purpose of this study is mainly to describe the performance of primary school teachersin the unit of education technical implementation in Banyumanik, Semarang. This researchwas conducted in January- August 2017. The sample of this research is 162 primaryschool teachers selected by random sampling technique in order to get the same opportunityas sample. The instruments used in this study were the assessment sheets, the RatingSheet consisted of 64 items of question, and 3 indicators of Primary School TeacherPerformance. The results show that each of Implementation of lesson plans is categorizedvery well (90, 9%), the execution of the learning is 83.4%, assessment of learning is good(82.8%). The Overall performance of primary school teachers is categorized good( 85 , 7 % ). In other words, the primary school teachers of the unit of education technicalimplementation in Banyumanik Semarang can arrange the lesson plans, carry out learningand teaching process and assess the learning process in elementary school.

Sign in / Sign up

Export Citation Format

Share Document