Exploring Teachers’ Assessment Practices and Skills

Year 2017, , 1 - 18, 12.12.2016

Benzehaf Bouchaib

https://doi.org/10.21449/ijate.254581

Cited By: 3

Abstract

The need for increased use of test results to improve educational outcomes is urgent; yet, there is little understanding in the research literature of practitioners’ knowledge and skills in interpreting and using educational data (test results) to enhance classroom instruction and student learning. This study aims to survey 40 high school teachers who work in El Jadida region, distributed between males and females, of different years of experience, with the purpose of learning about their assessment practices, and identifying the barriers that prevent thoughtful applications of formative assessment in classrooms. A questionnaire and an interview were used as a data collection technique. The findings point to use of a varied number of assessment strategies ranging from homework assignments to in-class written tests but mainly for summative purposes. In light of the results, the study ends with implications for teachers and policy makers.

Keywords

Formative assessment, assessment literacy, descriptive feedback

Exploring Teachers’ Assessment Practices and Skills

Abstract

The need for increased use of test results to
improve educational outcomes is urgent; yet, there is little understanding in
the research literature of practitioners’ knowledge and skills in interpreting
and using educational data (test results) to enhance classroom instruction and
student learning. This study aims to survey 40 high school teachers who work in
El Jadida region, distributed between males and females, of different years of
experience, with the purpose of learning about their assessment practices, and
identifying the barriers that prevent thoughtful applications of formative
assessment in classrooms. A questionnaire and an interview were used as a data
collection technique. The findings point to use of a varied number of
assessment strategies ranging from homework assignments to in-class written
tests but mainly for summative purposes. In light of the results, the study
ends with implications for teachers and policy makers.

Keywords

Formative assessment, assessment literacy, descriptive feedback

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