BASIC SCHOOL TEACHERS’ FORMATIVE ASSESSMENT PRACTICES: INFLUENCE OF DEMOGRAPHIC VARIABLES

Yıl 2021, Cilt: 3 Sayı: 1, 57 - 68, 27.06.2021

Erıc Asare

https://doi.org/10.35452/caless.2021.3

Öz

This study explored the influence of gender, grade level, and teaching experience on the formative assessment practices of basic school teachers in the Cape Coast Metropolis of Ghana. A total of 300 basic teachers from the six (6) circuits in the Cape Coast Metropolis were sampled using the multistage sampling procedure. A three-way analysis of variance was used to test the hypothesis. The study results revealed no statistically significant interaction effect for grade level, gender, and teaching experience on the teachers’ formative assessment practices, F (2, 288) = 2.087, p= 0.126. A statistically significant main effect for gender was found with small effect size, F (1, 288) = 4.605, p= 0.033. On the contrary, grade level and teachers’ experience did not influence basic school teachers’ formative assessment practices in the classroom.

Anahtar Kelimeler

Formative assessment, School based assessment, Teachers, Practices, Demographic variables

Kaynakça

• Abdulkareem Bibire, H. (2020). Effects of social networking sites usage on psychological well- being of undergraduates in Nigerian universities. International Journal of Social Sciences and Education Research, 6(4), 460-471. https://doi.org/10.24289/ijsser.776624
• Akyina, O. K., & Oduro-Okyireh, G. (2019). Formative assessment practices of senior high school teachers in the Ashanti Mampong Municipality of Ghana. British Journal of Education, 3(7), 27-38. https://bit.ly/3neoxle
• Alkharusi, H., Aldhafri, S., Alnabhani, H., & Alkalbani, M. (2014). Educational assessment profile of teachers in the Sultanate of Oman. International Education Studies, 7(5), 116 -137. https://doi.org/10.5539/ies.v7n5p116
• Alkharusi, H. (2011). Teachers’ classroom assessment skills: Influence of gender, subject area, grade level, teaching experience, and in-service assessment training. Journal of Turkish Science Education, 8, 39-48. http://www.tused.org/index.php/tused/article/view/358
• Alkharusi, H., Aldhafri, S., Alnabhani, H., & Alkalbani, M. (2012). Educational assessment attitudes, competence, knowledge, and practices: An exploratory study of Muscat teachers in the Sultanate of Oman. Journal of Education and Learning, 1, 217-232. https://doi.org/10.5539/jel.v1n2p217
• Alsarimi, A. M. (2000). Classroom assessment and grading practices in the Sultanate of Oman. [Unpublished doctoral dissertation]. University of Pittsburgh.
• Amoako, I., Asamoah D., Bortey, J. (2019). Knowledge of formative assessment practices among senior high school mathematics teachers in Ghana. American Journal of Humanities and Social Sciences Research, 3(3), 8-13. https://bit.ly/3xnOgw0
• Anwar, S. (2019). Formative assessment tool for active learning. European Journal of Biomedical and Pharmaceutical sciences, 6(1), 480-485. https://cutt.ly/LvMf7Fh
• Asare, E. (2020). Basic teachers’ perceptions and practices of formative assessment in the Cape Coast Metropolis of Ghana. Journal of Applied Educational and Policy Research, 5(1), 178-187. https://journals.uncc.edu/jaepr/article/view/1053
• Assessment for Achievement and Improvement through Assessment. (2003). Pupil self-assessment. Suffolk Design and Print.
• Bekoe, S. O., Eshun, I., & Bordoh, A. (2013). Formative assessment techniques tutors use to assess teacher trainees learning in social studies in colleges of education in Ghana. Journal of Research on Humanities and Social Sciences, 3(4), 20-30. https://www.iiste.org/Journals/index.php/RHSS/article/view/4941
• Bernhardt, V. L., (1998, March). Invited Monograph No. 4. CASCD. https://nces.ed.gov/pubs2007/curriculum/pdf/multiple_measures.pdf
• Clarke, S., Timperley, H., & Hattie, J. (2003). Unlocking formative assessment. Routledge Falmer.
• Cizek, G. J., Fitzgerald, S. M., & Rachor, R. E. (1995). Teachers’ assessment practices: Preparation, isolation and the kitchen sink. Educational Measurement, 3(2).doi.org/10.1207/s153677ea0302_3
• Cohen, J. (1988). Statistical power analysis for the behavioral sciences. Erlbaum.
• Cummins, P. W., & Davesne, C. (2009). Using electronic portfolios for second language assessment. The Modern Language Journal, 93(1), 848-867. https://doi.org/10.1111/j.1540-4781.2009.00977.x
• Daniel, J. D. (2016). Applied univarıate, bivarıate, and multivarıate statistics. John Wiley & Sons.
• Dix, S. (2017). The effectiveness of formative assessment. Teachers and Curriculum, 6(1), 29-34. doi.org/10.15663/tandc.v6i1.202
• Duncan, C. R., & Noonan, B. (2007). Factors affecting teachers’ grading and assessment practices. Alberta Journal of Educational Research, 53(1), 1-21. https://cutt.ly/QvMgU1J
• Gloria, Y., Sudarmin, S., Wiyanto, & Indriyanti, D. R. (2018). The effectiveness of formative assessment with understanding by design (UBD) stages in forming habits of mind in prospective teachers. Journal of Physics: Conference Series. http://www.researchgate.net.
• Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. Routledge.
• Keenan, A. P., & James, P. S. (2016). Applied multivariate statistics for the social sciences analyses with SAS and IBM‘s SPSS (6th ed.). Taylor & Francis Group.
• Kline, R. B. (2016). Principles and practice of structural equation modeling (4th ed.). The Guilford Press.
• Krejcie, R. V., & Morgan, D. W. (1970). Determining sample size for research activities. Educational and Psychological Measurement, 30, 607-610. https://doi.org/10.1177/001316447003000308
• Leahy, S., Lyon, C., Thompson, M., & Wiliam, D. (2005). Classroom assessment: Minute by minute, day by day. Educational Leadership, 63(3), 19-24. https://cutt.ly/GvMhbmE
• Looney, A., Cumming, J., van Der Kleij, F., & Harris, K. (2017). Reconceptualising the role of teachers as assessors: Teacher assessment identity. Assessment in Education: Principles, Policy & Practice, 1-26. https://doi.org/10.1080/0969594X.2016.1268090
• Mertler, C. A. (1998). Classroom assessment practices of Ohio teachers. Conference paper: EDRS.
• Ministry of Education. (2018). National pre-tertiary education curriculum framework .
• Oduro, O. E. (2015). Assessment in mathematics classroom in Ghana: A study of teachers’ practices. University of Sussex. http://www.sro.sro.sussex.ac.uk.
• Ogah, J. K. (2013). Decision making in the research process: Companion to students and beginning researchers. Adwinsa Publications.
• Orlich, D. C., Harder, R. J., Callahan, R. C, Trevisan, M. S., & Brown, A. H. (2004). Teaching strategies: A guide to effective instruction. Houghton Mifflin Company.
• Ozan, C., & Kincal, R. Y. (2018). The effects of formative assessment on academic achievement, attitudes toward the lesson, and self-regulation skills. Educational Sciences: Theory & Practice, 18, 85-118. dx.doi.org/10.12738/estp.2018.1.0216
• Pallant, J. (2005). SPSS survival manual: A step by step guide to data analysis using SPSS for Windows (Version 12). Allen & Unwin.
• Rivai, E., Ridwan, A., Supriyati, Y., & Rahmawati, Y. (2019). Influence of test construction knowledge, teaching material and attitude on sociological subject to quality of objective test in public and private vocational schools. International Journal of Instruction, 12(3), 497-512. https://doi.org/10.29333/iji.2019.1233a .
• Shepard, L. A. (2000). The role of classroom assessment in teaching and learning. Center for the Study of Evaluation (CSE Technical Report # 517), University of California.
• Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics (5th ed.). Allyn & Bacon.
• Taylor, M. A. (2017). Formative for whom? How formative assessment is used in the english classroom of an upper secondary school in Sweden. [Degree Project, Umeå University]. http://www.divaportal.org/smash/get/diva2:1119600/FULLTEXT01.pdf
• Widiastuti, I. A. M. S., Mukminatien, N., Prayogo, J. A., & Irawati, E. (2020). Dissonances between teachers’ beliefs and practices of formative assessment in EFL classes. International Journal of Instruction, 13(1), 71-84. https://doi.org/10.2933/İji.2020.1315a
• Yusuf, H. T. (2015). Teachers’ classroom assessment strategies and curriculum implementation in Nigerian secondary schools. Malaysian Online Journal of Educational Management (MOJEM), 3(4), 50-62. https://mojem.um.edu.my/article/view/6079