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Classroom Assessment Practices Survey Questionnaire\n(CAPSQ) developed by Gonzales (2014) was\nused as the research instrument. In order to\nanalyze the current situation of teachers, the\ndescriptive statistics such as frequency\npercentage, ranking and arithmetic mean were\nused. Based on these findings, the participant\nteachers have a positive preference on three\nparts of classroom assessment preferences.\nSpecifically, Assessment as Learning Factor\nshowed a Weighted Mean of 3.65, Assessment of\nLearning Factor or Summative Assessment had\na Weighted Mean of 4.2 and the results revealed\nthat the Weighted Mean of Assessment for\nLearning Factor or Formative Assessment is\n4.15 whereas participant teachers may have less\nconcentration in Assessment to Inform Factor\nshowing the Weighted Mean of 2.7. In addition,\na large proportion of teachers (nearly 73% to\n93%) respond Classroom Assessment as\nsummative assessment and formative\nassessment very frequently. In general, most of\nthe participant teachers have an optimistic\ninsight on classroom assessment. Furthermore,\nthe findings also revealed that the participant\nteachers used traditional assessments more\nfrequently than alternative assessments. Among\nthe various assessment strategies, the results\nrevealed that the majority of participant\nteachers (nearly 86% to 91%) mainly use paper\nand pencil test (Mean\u003e4.5). Since teachers\ncommonly use classroom assessment strategies\nas tests and exams, they rarely use alternative\nassessments to assess their students. The\nteachers’ perceptions of classroom assessment\nmay have influence on their classroom  assessment practices. Concerning the alternative\nassessments practices, the participant teachers\nreported that they frequently use assessment\nstrategies which mainly focus on to recall and to\nexplain what is taught in classroom whereas the\nparticipant teachers occasionally use to assess\nhow to apply concepts and ideas in a new way,\nhow to analyze a situation or condition, how to\ndecide a stand and how to create a new product\nor point of view or idea (Weighted Mean=3).\nMoreover, the majority of the participant\nteachers have positive attitudes towards\nteaching profession (Weighted Mean=4.2).\nRegarding discussion with colleagues about\nstudents, the majority of participant teachers\n(nearly 67%) have discussion with other\nteachers about what helps students learn best\nand how to improve assessments (Weighted\nMean=3.8)."}]}, "item_1583103108160": {"attribute_name": "Keywords", "attribute_value_mlt": [{"interim": "Classroom Assessment, Perception, Classroom Assessment Practices"}]}, "item_1583103120197": {"attribute_name": "Files", "attribute_type": "file", "attribute_value_mlt": [{"accessrole": "open_access", "date": [{"dateType": "Available", "dateValue": "2020-09-04"}], "displaytype": "preview", "download_preview_message": "", "file_order": 0, "filename": "Teachers’ Perceptions on Classroom Assessment (MURC-2019 Vol.1, Issue3).pdf", "filesize": [{"value": "1.6 Mb"}], "format": "application/pdf", "future_date_message": "", "is_thumbnail": false, "licensetype": "license_0", "mimetype": "application/pdf", "size": 1600000.0, "url": {"url": "https://meral.edu.mm/record/5183/files/Teachers’ Perceptions on Classroom Assessment (MURC-2019 Vol.1, Issue3).pdf"}, "version_id": "df8969e4-4411-4ee5-a365-618d89ef0303"}]}, "item_1583103147082": {"attribute_name": "Conference papers", "attribute_value_mlt": [{"subitem_c_date": "2019-09-25", "subitem_conference_title": "Myanmar Universities\u0027 Research Conference 2019", "subitem_place": "University of Yangon"}]}, "item_1583105942107": {"attribute_name": "Authors", "attribute_value_mlt": [{"subitem_authors": [{"subitem_authors_fullname": "Nu Nu Nyunt"}, {"subitem_authors_fullname": "Maw Oo Khin"}]}]}, "item_1583108359239": {"attribute_name": "Upload type", "attribute_value_mlt": [{"interim": "Publication"}]}, "item_1583108428133": {"attribute_name": "Publication type", "attribute_value_mlt": [{"interim": "Conference paper"}]}, "item_1583159729339": {"attribute_name": "Publication date", "attribute_value": "2019-09-24"}, "item_title": "Teachers’ Perceptions on Classroom Assessment and Their Practices", "item_type_id": "21", "owner": "57", "path": ["1595850089647"], "permalink_uri": "http://hdl.handle.net/20.500.12678/0000005183", "pubdate": {"attribute_name": "Deposited date", "attribute_value": "2020-09-04"}, "publish_date": "2020-09-04", "publish_status": "0", "recid": "5183", "relation": {}, "relation_version_is_last": true, "title": ["Teachers’ Perceptions on Classroom Assessment and Their Practices"], "weko_shared_id": -1}
  1. Yangon University of Education
  2. Department of Educational Psychology

Teachers’ Perceptions on Classroom Assessment and Their Practices

http://hdl.handle.net/20.500.12678/0000005183
http://hdl.handle.net/20.500.12678/0000005183
acc4a71f-2345-41fc-9ab8-d624c78ed724
9c22cf8c-a61a-4cdb-887e-a69caff45e43
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Teachers’ Teachers’ Perceptions on Classroom Assessment (MURC-2019 Vol.1, Issue3).pdf (1.6 Mb)
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Publication type
Conference paper
Upload type
Publication
Title
Title Teachers’ Perceptions on Classroom Assessment and Their Practices
Language en
Publication date 2019-09-24
Authors
Nu Nu Nyunt
Maw Oo Khin
Description
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).
Keywords
Classroom Assessment, Perception, Classroom Assessment Practices
Conference papers
2019-09-25
Myanmar Universities' Research Conference 2019
University of Yangon
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