2024-03-28T18:00:46Z
https://meral.edu.mm/oai
oai:meral.edu.mm:recid/5183
2022-03-24T23:16:55Z
1582963492007:1595850089647
user-yuoe
Teachers’ Perceptions on Classroom Assessment and Their Practices
Nu Nu Nyunt
Maw Oo Khin
The aims of this study were to examine the in-service teachers' perceptions on classroom assessment and to explore their classroom assessment practices. A total of 450 teachers from seven states and seven regions participated in this study. Classroom Assessment Practices Survey Questionnaire
(CAPSQ) developed by Gonzales (2014) was
used as the research instrument. In order to
analyze the current situation of teachers, the
descriptive statistics such as frequency
percentage, ranking and arithmetic mean were
used. Based on these findings, the participant
teachers have a positive preference on three
parts of classroom assessment preferences.
Specifically, Assessment as Learning Factor
showed a Weighted Mean of 3.65, Assessment of
Learning Factor or Summative Assessment had
a Weighted Mean of 4.2 and the results revealed
that the Weighted Mean of Assessment for
Learning Factor or Formative Assessment is
4.15 whereas participant teachers may have less
concentration in Assessment to Inform Factor
showing the Weighted Mean of 2.7. In addition,
a large proportion of teachers (nearly 73% to
93%) respond Classroom Assessment as
summative assessment and formative
assessment very frequently. In general, most of
the participant teachers have an optimistic
insight on classroom assessment. Furthermore,
the findings also revealed that the participant
teachers used traditional assessments more
frequently than alternative assessments. Among
the various assessment strategies, the results
revealed that the majority of participant
teachers (nearly 86% to 91%) mainly use paper
and pencil test (Mean>4.5). Since teachers
commonly use classroom assessment strategies
as tests and exams, they rarely use alternative
assessments to assess their students. The
teachers’ perceptions of classroom assessment
may have influence on their classroom assessment practices. Concerning the alternative
assessments practices, the participant teachers
reported that they frequently use assessment
strategies which mainly focus on to recall and to
explain what is taught in classroom whereas the
participant teachers occasionally use to assess
how to apply concepts and ideas in a new way,
how to analyze a situation or condition, how to
decide a stand and how to create a new product
or point of view or idea (Weighted Mean=3).
Moreover, the majority of the participant
teachers have positive attitudes towards
teaching profession (Weighted Mean=4.2).
Regarding discussion with colleagues about
students, the majority of participant teachers
(nearly 67%) have discussion with other
teachers about what helps students learn best
and how to improve assessments (Weighted
Mean=3.8).
2019-09-24
http://hdl.handle.net/20.500.12678/0000005183
https://meral.edu.mm/records/5183