Conceptually expanding the curricular alignment model to understand the coherence of the graded summative assessment practices of teachers: issues and perspectives

2021 ◽  
Vol 42 (spécial) ◽  
pp. 39-68
Author(s):  
Raphaël Pasquini
Keyword(s):  
Secondary School Teachers ◽  
Collaborative Study ◽  
Summative Assessment ◽  
Assessment Practices ◽  
School Teachers ◽  
Learning Tasks ◽  
Assessment Approach ◽  
Curricular Alignment ◽  
Alignment Model ◽  
Teaching Learning

Curricular alignment refers to the links of coherence, found in any teaching-learning process, between curriculum objectives, learning tasks and assessment approaches. This model makes it possible to understand the coherence of any assessment approach. By mobilizing data from a collaborative study carried out on eight secondary school teachers of mathematics and French, we will show, however, that its meaning is rather limited when it comes to understanding coherence in graded summative assessment practices and that, consequently, the model needs to be expanded conceptually. To this end, we will draw on an example of a summative test modelled in this way. Our findings demonstrate the relevance of analyzing summative assessment practices with the help of the expanded model, while considering the role that context plays in certain of its aspects.

scholarly journals Swedish and Finnish Pre-Service Teachers’ Perceptions of Summative Assessment Practices

Languages ◽  
2022 ◽  
Vol 7 (1) ◽  
pp. 10
Author(s):  
Raili Hilden ◽  
Anne Dragemark Oscarson ◽  
Ali Yildirim ◽  
Birgitta Fröjdendahl
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Online Survey ◽  
Summative Assessment ◽  
Language Teachers ◽  
Assessment Practices ◽  
Teachers Perceptions ◽  
Summative Assessments ◽  
Curricular Alignment ◽  
Oral Skills

Summative assessments are an exercise of authority and something that pupils cannot easily appeal. The importance of teachers being able to assess their pupils correctly is consequently both a question of national equivalence and individual fairness. Therefore, summative assessment is a paramount theme in teacher education, and we aimed to investigate the perceptions and competence of student teachers regarding common summative assessment practices. The study was conducted at three universities, two in Sweden and one in Finland involving prospective language teachers responding to an online survey (N = 131). In addition, interviews were carried out with 20 Swedish and 6 Finnish student teachers. The analysis of the data indicates that student teachers value practices that enhance communication and collaboration as well as the curricular alignment of summative assessments. With respect to perceived competence, the respondents in general felt most confident with deploying traditional forms of summative assessment, while they were more uncertain about process evaluation and oral skills. Regarding significant differences in the participants’ perceptions of competence among the three universities, Finnish university students reported higher levels in all variables. However, room for improvement was found at all universities involved.

scholarly journals Identification of the Problems Faced by Secondary School Teachers in District Karak (Pakistan)

2012 ◽  
Vol 2 (5) ◽  
pp. 324
Author(s):  
Qaiser Suleman ◽  
Ishtiaq Hussain ◽  
Sarfraz Ahmad
Keyword(s):  
Secondary School ◽  
Rating Scale ◽  
Secondary School Teachers ◽  
School Level ◽  
School Teachers ◽  
Long Distance ◽  
Critical Position ◽  
Male And Female ◽  
Pilot Testing ◽  
Teaching Learning

Teachers possess the most important and critical position in the entire education system. Successful and effective teaching learning process depends upon the quality of a teacher. The purpose of this research study was to identify the problems which affect the performance of secondary school teachers. The objectives of the study were: (a) to identify the problems faced by male and female secondary school teachers in District Karak (b) to make workable recommendations to enhance the performance of male and female secondary school teachers. All the male and female secondary school teachers in District Karak, Khyber Pakhtunkhwa (Pakistan) constituted the population of the study. The study was delimited to only 60 female and 80 male Govt. High Schools. In order to ensure adequate representation of the population, only 120 female and 160 male secondary school teachers were selected as sample randomly. The study was descriptive type and the researchers designed a questionnaire on five likert rating scale for the collection of data. Pilot testing was conducted to remove the misconceptions, ambiguities and weakness of the questions in the questionnaire. After pilot testing the questionnaire was revised and its final version was prepared in the light of suggestions given by the experts. In order to collect data, the researchers personally visited to the respective participants and distributed questionnaires among them and data was collected. Then it was organized, tabulated and analyzed. For the statisitcal analysis of the data, the percentage, means, standard deviations, and differences of means were computed for each male and female SSTs. Significance of difference between the mean opinions of both the male and females SSTs were tested at 0.05 level by applying t-test. After statistical analysis of the data, the researchers arrived at the conclusions that there are various problems which negatively affect the performance of secondary school teachers. These problems are: unattractive pay package; lack of basic facilities; overcrowded classes; misbehaviors of students; financial crises of teachers; overwork load; long distance to school; autocratic environment inside school etc. In the light of the findings and conclusions, it is recommended that teachers should be given attractive salaries and pay scale. Educational facilities should be provided to them. Heads of the institutions should be democratic minded and adopted the principles of equality. KEYWORDS: Identification, problems, secondary school teachers, secondary school level

scholarly journals Secondary School Teachers Self-Perception of Digital Teaching Competence in Spain Following COVID-19 Confinement

2021 ◽  
Vol 11 (8) ◽  
pp. 407
Author(s):  
Jorge-Manuel Prieto-Ballester ◽  
Francisco-Ignacio Revuelta-Domínguez ◽  
María-Inmaculada Pedrera-Rodríguez
Keyword(s):  
Secondary School ◽  
Secondary School Teachers ◽  
Self Perception ◽  
School Teachers ◽  
Face To Face ◽  
Global Pandemic ◽  
Teaching Competence ◽  
Ict Tools ◽  
Institute Of Technology ◽  
Teaching Learning

The education system has become even more complex following the global pandemic, which saw face-to-face teaching transition to virtual teaching. To cope with this abrupt transition, it is essential that teachers have a sufficient level of digital teaching competence. This article aims to increase awareness of teachers’ self-perception of their digital teaching competences in the educational field. Specifically, this study explores Spanish secondary school teachers’ knowledge and use of different ICT tools by evaluating their competence based on different areas proposed by The National Institute of Technology and Professional Development (Instituto Nacional de Tecnologías Educativas y de Formación del Profesorado, INTEF), Madrid, Spain. From the results of the questionnaires, we have determined that teachers consider themselves to have an upper intermediate level of digital teaching competence, although there are still shortcomings that need to be addressed in order to improve this level of competence, and its true integration in the teaching–learning process.

scholarly journals The Influence of Clinical Supervision on the Instructional Competence of Secondary School Teachers

2020 ◽  
pp. 42-50
Author(s):  
Amelie T. Bello ◽  
John H. Olaer
Keyword(s):  
High School ◽  
Secondary School ◽  
Clinical Supervision ◽  
Secondary School Teachers ◽  
Simple Random Sampling ◽  
Department Heads ◽  
School Teachers ◽  
School Year ◽  
Teaching Learning ◽  
High Level

Aims: To determine the influence of clinical supervision of department heads on the instructional competence of secondary school teachers. Study Design: Descriptive-correlational research design. Place and Duration of Study: Digos City National High School during the School Year 2018-2019. Methodology: Respondents were the eight (8) school heads and one hundred seventy eight (178) teachers who were permanently employed at Digos City National High School during the School Year 2018-2019. Complete enumeration was used in the identification of department heads while simple random sampling for the teacher respondents. Mean, Pearson r and Multiple Regression were the statistical tools used to treat the gathered data. Results: The department heads had a high level of clinical supervision in terms of pre-observation, observation/analysis and strategy post-observation conference/analysis. Similarly, teachers a had high level of instructional competence of teachers. This result signified a very strong positive relationship between the two variables which indicated that about 75.80% on the variance of instructional competence can be attributed by the variation of the level of clinical observation. Regression analysis further entailed that clinical supervision significantly influenced the instructional competence of teachers. Conclusion: The significant influence of clinical supervision on teachers’ instructional competence implies that the more teachers are mentored, the better teachers they would become. Thus, it was recommended clinical supervision in schools shall be constantly monitored and implemented so as to improve competence of teachers in the teaching learning process.

scholarly journals “I see students’ digital practices as an extreme impoverishment”: The Non-Use of the Competences Framework and Stigmatisation of Technology of Italian Secondary School Teachers

2018 ◽  
Author(s):  
Yvonne Vezzoli ◽  
Valentina Pagani
Keyword(s):  
Social Network ◽  
Secondary School ◽  
Web 2.0 ◽  
Professional Training ◽  
Secondary School Teachers ◽  
Influencing Factor ◽  
Social Network Sites ◽  
Assessment Practices ◽  
School Teachers ◽  
Starting Point

The research aims to explore empirically the competences-based teaching and assessment practices of 19 Italian secondary school teachers through a focus group methodology. The meeting was the starting point for a professional training course on inclusive learning design using multimodal digital environments, i.e. social network sites and the Web 2.0. Results show that the competences-based framework adopted at an institutional level more than one decade ago did not impact the knowledge-based teaching and “intuitive” assessment practices of participants. These conclusions advance the understanding of the weak relationship between educational policies and teaching practices in the Italian context. Furthermore, interesting limits toward pedagogical and digital innovation in secondary school emerged. In particular, the learning practices of young people in social network sites and Web 2.0 were identified as the most influencing factor on the perceived detachment between participants and their students. As a consequence, teachers stigmatised these technologies, revealing marked tensions while introducing ITC and innovative digital pedagogies based on new forms of learning. 

Wisdom Class Learning Task Design

2021 ◽  
Vol 8 (S1) ◽  
pp. 9
Author(s):  
Daxiang Dai
Keyword(s):  
Secondary School ◽  
Secondary School Teachers ◽  
Learning Task ◽  
Classroom Teaching ◽  
Learning Design ◽  
School Teachers ◽  
The Core ◽  
Learning Tasks ◽  
Key Factor ◽  
Primary And Secondary School

The learning task is the core of learning design and also an essential part of classroom teaching. Classroom teaching is composed of various learning tasks. Therefore, it is significant to design the learning task to help students learn through accumulation, which is also the key factor of establishing a smart classroom. Simultaneously, the learning task also works as the in-service teachers’ framework in the primary and secondary schools to design and evaluate the learning tasks. This paper designs four types of learning tasks, including discovery, selective, inductive, and evaluating. As a result, to provide a reference for primary and secondary school teachers to further design and evaluate learning tasks.

Assessment Practices in Outcome-Based Education

2020 ◽  
pp. 50-61
Author(s):  
Lavanya C. ◽  
Jandhyala N. Murthy ◽  
Satyanarayana Kosaraju
Keyword(s):  
Formative Assessment ◽  
Learning Process ◽  
Traditional Method ◽  
Summative Assessment ◽  
Assessment Tools ◽  
Assessment Practices ◽  
Indirect Assessment ◽  
Direct Assessment ◽  
Outcome Based Education ◽  
Teaching Learning

Evaluation is an essential process for the measurement of transformation that a student attains after a teaching learning process. Outcome-based education (OBE) in academics especially in the field of engineering is an accepted philosophy in recent years. The OBE system departs from the traditional method where assessment of students is based only on grades and/or ranks. Output has been the traditional measurement criterion in education field, which does not address the level of transformation in the learner, whereas outcome is the measurement of level of achievement showing the transformation. Assessment tools are required for the measurement of outcome. These tools could be direct tools for direct assessment or indirect tools for indirect assessment. An assessment can be a formative assessment or summative assessment. Learning is complete only if transformation is observable in all the vital aspects of attitude, skill, and knowledge. It is widely accepted that all these aspects can be measured in OBE.

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