{"created":"2020-09-04T05:13:44.262662+00:00","id":5183,"links":{},"metadata":{"_buckets":{"deposit":"9c22cf8c-a61a-4cdb-887e-a69caff45e43"},"_deposit":{"created_by":57,"id":"5183","owner":"57","owners":[57],"owners_ext":{"displayname":"","email":"Ayelay17@gmail.com","username":""},"pid":{"revision_id":0,"type":"recid","value":"5183"},"status":"published"},"_oai":{"id":"oai:meral.edu.mm:recid/5183","sets":["1582963492007:1595850089647"]},"communities":["yuoe"],"item_1583103067471":{"attribute_name":"Title","attribute_value_mlt":[{"subitem_1551255647225":"Teachers’ Perceptions on Classroom Assessment and Their Practices","subitem_1551255648112":"en"}]},"item_1583103085720":{"attribute_name":"Description","attribute_value_mlt":[{"interim":"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\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>4.5). 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","filename":"Teachers’ Perceptions on Classroom Assessment (MURC-2019 Vol.1, Issue3).pdf","filesize":[{"value":"1.6 Mb"}],"format":"application/pdf","licensetype":"license_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' 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"],"publish_date":"2020-09-04","publish_status":"0","recid":"5183","relation_version_is_last":true,"title":["Teachers’ Perceptions on Classroom Assessment and Their Practices"],"weko_creator_id":"57","weko_shared_id":-1},"updated":"2022-03-24T23:16:55.608766+00:00"}