Students' and Teachers' Perceptions of School-based Assessment PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download Students' and Teachers' Perceptions of School-based Assessment PDF full book. Access full book title Students' and Teachers' Perceptions of School-based Assessment by Amy Elaine Allen. Download full books in PDF and EPUB format.
Author: Amy Elaine Allen
Publisher:
ISBN:
Category : Educational evaluation
Languages : en
Pages : 200
Get Book Here
Book Description
Author: Amy Elaine Allen
Publisher:
ISBN:
Category : Educational evaluation
Languages : en
Pages : 200
Get Book Here
Book Description
Author: Ina Ng
Publisher: Open Dissertation Press
ISBN: 9781361478882
Category :
Languages : en
Pages :
Get Book Here
Book Description
This dissertation, "An Exploration of the Perception of Secondary Four Students and Teachers of the School Based-assessment (SBA) in an English-mediumsecondary School in Hong Kong" by Ina, Ng, 伍靜雅, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: Abstract This study investigated Secondary Four students' and teachers' perception of School Based-assessment (SBA) in an English-medium (EMI) secondary school in Hong Kong. The study explored the subjects' perception of SBA and the rationale of their perceptions. The study focused on the two main areas, i.e., SBA as an effective assessment to judge students' oral abilities and enhance teaching and learning. Its effectiveness of motivating students to read extensively was also explored. The study was conducted in 2006 in an EMI secondary school. All the Secondary Four teachers and students of the participating school were involved. In this study, two sets of questionnaires were first administered and interviews were then conducted to obtain information about the subjects' perceptions of SBA. Results from a questionnaire survey and interviews indicated that the subjects (both the teachers and students) did not totally agree that SBA was an effective tool to judge students' oral abilities, enhance teaching and learning and motivate students to read extensively. The findings of the study reveal that the dominance of exam-oriented culture might be the most influential factor which leads to the teachers' and students' negative perception of SBA. Another possible reason is cultural factors involving the availability of resources, teacher's training, work load and time constraint in the Hong Kong context. Recommendations are made to address these issues in order to facilitate the implementation and development of SBA in future. DOI: 10.5353/th_b3874835 Subjects: Educational tests and measurements - China - Hong Kong English language - Study and teaching (Secondary) - China - Hong Kong High school seniors - China - Hong Kong - Attitudes English teachers - China - Hong Kong - Attitudes
Author: Winter, Kim K.
Publisher: IGI Global
ISBN: 1522583548
Category : Education
Languages : en
Pages : 317
Get Book Here
Book Description
Performance-based assessments can provide an adequate and more direct evaluation of teaching ability. As performance-based assessments become more prevalent in institutions across the United States, there is an opportunity to begin more closely analyzing the impact of standardized performance assessments and the relationship to variables such as success entering the workforce, program re-visioning for participating institutions, and the perceptions and efficacy of teacher candidates themselves. Performance-Based Assessment in 21st Century Teacher Education is a collection of innovative research that explores meaningful and engaging performance-based assessments and its applications and addresses larger issues of assessment including the importance of a balanced approach of assessing knowledge and skills. The book also offers tangible structures for making strong connections between theory and practice and offers advice on how these assessments are utilized as data sources related to preservice teacher performance. While highlighting topics including faculty engagement, online programs, and curriculum mapping, this book is ideally designed for educators, administrators, principals, school boards, professionals, researchers, faculty, and students.
Author: Barry L. Flicker
Publisher:
ISBN:
Category : Educational tests and measurements
Languages : en
Pages : 113
Get Book Here
Book Description
This study analyzed the differences between teachers' perceptions of the influence of the Pennsylvania System of School Assessment (PSSA) test on student achievement, instructional practices and school climate. Eight fifth-grade teachers from two elementary schools in southeasterns Pennsylvania participated in the study. Supported by PSSA overall and performance level results, one elementary school was considering to be a high performing school and one a low performing school. The researcher administered a nationally recognized teacher survey accompanied by teacher interviews. PSSA test results in mathematics and reading from the years 2000-2004 were also analyzed. These findings may guide future research as administrators and teachers decide how to best implement and utilize PSSA test results to design constructive practices, improve student achievement, and provide a safe and nurturing environment for all students.
Author: Wolfram Rollett
Publisher: Springer Nature
ISBN: 3030751503
Category : Education
Languages : en
Pages : 274
Get Book Here
Book Description
This open access book provides a comprehensive and informative overview of the current state of research about student perceptions of and student feedback on teaching. After presentation of a new student feedback process model, evidence concerning the validity and reliability of student perceptions of teaching quality is discussed. This is followed by an overview of empirical research on the effects of student feedback on teachers and instruction in different contexts, as well as on factors promoting the successful implementation of feedback in schools. In summary, the findings emphasize that student perceptions of teaching quality can be a valid and reliable source of feedback for teachers. The effectiveness of student feedback on teaching is significantly related to its use in formative settings and to a positive feedback culture within schools. In addition, it is argued that the effectiveness of student feedback depends very much on the support for teachers when making use of the feedback. As this literature review impressively documents, teachers in their work - and ultimately students in their learning - can benefit substantially from student feedback on teaching in schools. “This book reviews what we know about student feedback to teachers. It is detailed and it is a pleasure to read. To have these chapters in one place – and from those most up to date with the research literature and doing the research - is a gift.” John Hattie
Author: Jonathon R. Thompson
Publisher:
ISBN:
Category :
Languages : en
Pages : 57
Get Book Here
Book Description
Author: Douglas J. Simpson
Publisher: SIU Press
ISBN: 0809385805
Category : Education
Languages : en
Pages : 273
Get Book Here
Book Description
John Dewey was one of the most prominent philosophers and educational thinkers of the twentieth century, and his influence on modern education continues today. In Teachers, Leaders, and Schools: Essays by John Dewey, educators Douglas J. Simpson and Sam F. Stack Jr. have gathered some of Dewey’s most user-friendly and insightful essays concerning education with the purpose of aiding potential and practicing teachers, administrators, and policy makers to prepare students for participation in democratic society. Selected largely, but not exclusively, for their accessibility, relevance, and breadth of information, these articles are grouped into five parts—The Classroom Teacher, The School Curriculum, The Educational Leader, The Ideal School, and The Democratic Society. Each part includes an introductory essay that connects Dewey’s thoughts not only to each other but also to current educational concerns. The sections build on one another, revealing Dewey’s educational theories and interests and illustrating how his thoughts remain relevant today.
Author: Christopher Jencks
Publisher: Brookings Institution Press
ISBN: 9780815746119
Category : Education
Languages : en
Pages : 546
Get Book Here
Book Description
" The test score gap between blacks and whites—on vocabulary, reading, and math tests, as well as on tests that claim to measure scholastic aptitude and intelligence--is large enough to have far-reaching social and economic consequences. In their introduction to this book, Christopher Jencks and Meredith Phillips argue that eliminating the disparity would dramatically reduce economic and educational inequality between blacks and whites. Indeed, they think that closing the gap would do more to promote racial equality than any other strategy now under serious discussion. The book offers a comprehensive look at the factors that contribute to the test score gap and discusses options for substantially reducing it. Although significant attempts have been made over the past three decades to shrink the test score gap, including increased funding for predominantly black schools, desegregation of southern schools, and programs to alleviate poverty, the median black American still scores below 75 percent of American whites on most standardized tests. The book brings together recent evidence on some of the most controversial and puzzling aspects of the test score debate, including the role of test bias, heredity, and family background. It also looks at how and why the gap has changed over the past generation, reviews the educational, psychological, and cultural explanations for the gap, and analyzes its educational and economic consequences. The authors demonstrate that traditional explanations account for only a small part of the black-white test score gap. They argue that this is partly because traditional explanations have put too much emphasis on racial disparities in economic resources, both in homes and in schools, and on demographic factors like family structure. They say that successful theories will put more emphasis on psychological and cultural factors, such as the way black and white parents teach their children to deal with things they do not know or understand, and the way black and white children respond to the same classroom experiences. Finally, they call for large-scale experiments to determine the effects of schools' racial mix, class size, ability grouping, and other policies. In addition to the editors, the contributors include Claude Steele, Ronald Ferguson, William G. Bowen, Philip Cook, and William Julius Wilson. "
Author: Sara Hallermann
Publisher:
ISBN: 9780974034317
Category : Project method in teaching
Languages : en
Pages : 186
Get Book Here
Book Description
Author: Ka-Man Yau
Publisher: Open Dissertation Press
ISBN: 9781374723399
Category : Education
Languages : en
Pages : 132
Get Book Here
Book Description
This dissertation, "Teachers' Perceptions of Assessment for Learning: a Study of Secondary School Teachers in Hong Kong" by Ka-man, Yau, 游嘉敏, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: ABSTRACT of thesis entitled Teachers' perceptions of assessment for learning: A study of secondary school teachers in Hong Kong submitted by YAU KA MAN For the degree of Master of Education at the University of Hong Kong August, 2004 A paradigm shift in assessment, with the emphasis on assessment for learning, currently prevails in many parts of the world, including Hong Kong. Despite strong promotion, the implementation of assessment for learning around the world has not been as so widespread in schools as expected. 'Teachers' perceptions of assessment for learning' may be the most influential factor explaining reluctance and their actions in practice which are being affected by their current classroom beliefs and actions. This study provides insights into the factors affecting the implementation of assessment for learning in Hong Kong secondary schools from an examination of teachers' perceptions. In turn, suggestions for more effective implementation are explored. This study used an interpretative, qualitative approach. The subjects of the study were six secondary school teachers in Hong Kong who were classified into two polar types-conservative and innovative. As such, the study represents a study involving six cases. Interview was the main data collection method, although documents and students' work were collected, in some cases, for triangulation. Analysis followed Miles and Huberman (1984, 1994) as well as Strauss and Corbin (1990, 1998). iiThe findings of this study showed that assessment for learning was not a common practice among the secondary school teachers. Their perceptions of assessment for learning were varied and confusion of meaning seemed apparent in many cases. In contrast with the hopes in the literature and the education reform reports of Hong Kong, three of the six subjects didn't view assessment for learning as an effective tool to improve student learning. The findings also suggested some determining factors and related challenges that led to such perceptions and actions. However, 'character and personality of teachers' seemed the most influential and decisive factor. Based on these findings, measures for promoting further initiation and implementation of assessment for learning were suggested with a focus on changing the mindsets of teachers through increasing their exposure to the current assessment change. Re-prioritization of teachers' duties should also be considered and carried out seriously. iii DOI: 10.5353/th_b3028071 Subjects: Educational tests and measurements - China - Hong Kong Educational change - China - Hong Kong High school teachers - China - Hong Kong - Attitudes
