The purpose of this study was to look into the factors that influence
mathematics teacher educators' formative assessment practices. This paper
took a qualitative case study research design approach with six educators
teaching mathematics in three teacher Colleges of Education in Ghana. The
exploration focused on factors that hinders teacher educators use of
formative assessment practices. Data were generated through the
administration of semi – structured interviews and lesson observations. The
qualitative data was analyzed using thematic analysis. Findings revealed that
major factors which limit teacher educators formative assessment practices
were: large class size, time, lack of transparency in assessment, and internal
and external summative assessment issues. The factors limiting teacher
educators' use of formative assessment (FA) discussed in this study are
beneficial for teacher college administration in addressing the issues and
educators in assisting pre-service teachers in eliminating these factors during
their training and after passing out from the college of education to the
teaching field. Based on the findings, it is recommended that a large scale
study is conducted on factors that affect teachers formative assessment
practices and the effect on students mathematics learning.
A worldwide discussion about the practice of assessment for learning (AfL) in online classes during the pandemic COVID-19 is scarce. The current research can have a significant impact on teaching and learning practices, and contribute to the development of evidence-based policies and practices that support student success. Thus, the current study aimed at exploring English teachers’ AfL practice in online classes. This study belonged to a basic qualitative approach and recruited four English foreign language or EFL teachers from the secondary school level. Observation and semi-structured interviews using an interview guide were conducted to gain the data. To ensure the trustworthiness of the data, other documents were collected. Subsequently, utilizing the spiral strategy, the gained data were analyzed. The results revealed that the implementation of AfL deviated from the course. Insufficient knowledge, curriculum, internet accessibility, and technological acceptance are pivotal causes of such deviation. Thus, teachers might not diagnose students’ current learning level and decide on a further teaching action. Further studies on other educational levels are demanded to explore the practice of AfL.
Assessment of Feedback Given by Cooperating Teachers to Student-TeachersPremier Publishers
Effective feedback from cooperating teachers is of paramount importance in promoting student- teachers’ professional development. Taking this into consideration, the current teachers training program requires cooperating teachers to take part in practicum and provide written and oral feedback to student-teachers assigned to them. The current study, therefore, tried to investigate the nature and effectiveness of feedback given by cooperating teachers to student teachers. A questionnaire and interview were used to gather the necessary data. The findings of the study suggest that most of the subjects were satisfied by the practice teaching. The other outcome of the study is that most cooperating teachers observed their student-teachers’ classes very infrequently and gave them insufficient feedback. In addition, the feedback was given mainly orally and its focus was limited to few aspects of teaching. On the basis of these findings, the paper concludes that the feedback given by cooperating teachers is not as supportive and varied as it should be.
Impact of a Public Examination Change on Teachers’ Perceptions and Attitudes ...iosrjce
The effect of language tests on teaching and learning is described in language education as
“washback”. Highstakes public examinations, thus, are often used as tools of control in the school system.
Recently, the Libyan Education Authority adopted major changes into the existing Basic Education Certificate
Examination (BECE) in English aiming to promote a positive washback effect on classroom teaching. This
paper investigates the kind of relationship between testing and teaching according to teachers’ beliefs and
perceptions of the introduced exam. To address these issues, the mixed method approach was utilized:
questionnaires were distributed to 100 teachers and interviews were conducted with the examination board
director and 11 teachers from the same sample surveyed. The study found that teachers expressed negative
rather than positive views towards the exam. Teachers criticized the exam especially in terms of practicality and
content validity as most teachers declared that congruence between the new exam and the curriculum is
tenuous. However, teachers welcomed the policy regarding exam format and style. While some desired aims
were achieved through the exam, others were not. Findings showed that the exam did exert washback effect in
that teachers experienced and/or implemented changes in their classroom instructional practices. Thus findings
indicated that exams did exert washback on teachers’ attitudes and beliefs towards their classroom teaching.
However, particularly in this study, data was self-reported via questionnaires and interviews, classroom
observations would have provided more tangible evidence on teachers' actual classroom teaching practices as a
result of exam change
Enhancing Primary Mathematics learning using assessment practices: an initiat...inventionjournals
ABSTRACT : This paper attempts to study two important aspects: (1) To foster the skills for quality assessment in mathematics among prospective teachers. (2) To explore the extent to which these practices helped in improving quality of learning as well as teaching. The study has been done in MCD primary schools from class II to V with the involvement of pre-service B.El.Ed teachers, during their primary school internship in 4th year. The study comprises four phases, In the first phase, authors did a survey of the assessment practices that have been followed in these schools. Second phase comprised making student-teachers aware of the assessment practices going on in the schools, reviewing it critically, orienting them to prepare assessment profiles of their students. In the third Phase, students implemented these assessment practices in their respective classes for around three months under the supervision of authors. The final phase allowed a discussion with student-teachers and analysed the feedback of pre-service teachers as how these assessment practices helped them to take up decision regarding teaching as well as students‟ progress in understanding the concepts. Findings revealed that these assessment practices helped interns to monitor and modify their pedagogy. Further, Responses of the students in the assessment tasks improved progressively. However, some of the Interns faced many challenges related to recording individual progress, to assess through students responses while teaching as it became difficult for them to interpret individual responses.
A worldwide discussion about the practice of assessment for learning (AfL) in online classes during the pandemic COVID-19 is scarce. The current research can have a significant impact on teaching and learning practices, and contribute to the development of evidence-based policies and practices that support student success. Thus, the current study aimed at exploring English teachers’ AfL practice in online classes. This study belonged to a basic qualitative approach and recruited four English foreign language or EFL teachers from the secondary school level. Observation and semi-structured interviews using an interview guide were conducted to gain the data. To ensure the trustworthiness of the data, other documents were collected. Subsequently, utilizing the spiral strategy, the gained data were analyzed. The results revealed that the implementation of AfL deviated from the course. Insufficient knowledge, curriculum, internet accessibility, and technological acceptance are pivotal causes of such deviation. Thus, teachers might not diagnose students’ current learning level and decide on a further teaching action. Further studies on other educational levels are demanded to explore the practice of AfL.
Assessment of Feedback Given by Cooperating Teachers to Student-TeachersPremier Publishers
Effective feedback from cooperating teachers is of paramount importance in promoting student- teachers’ professional development. Taking this into consideration, the current teachers training program requires cooperating teachers to take part in practicum and provide written and oral feedback to student-teachers assigned to them. The current study, therefore, tried to investigate the nature and effectiveness of feedback given by cooperating teachers to student teachers. A questionnaire and interview were used to gather the necessary data. The findings of the study suggest that most of the subjects were satisfied by the practice teaching. The other outcome of the study is that most cooperating teachers observed their student-teachers’ classes very infrequently and gave them insufficient feedback. In addition, the feedback was given mainly orally and its focus was limited to few aspects of teaching. On the basis of these findings, the paper concludes that the feedback given by cooperating teachers is not as supportive and varied as it should be.
Impact of a Public Examination Change on Teachers’ Perceptions and Attitudes ...iosrjce
The effect of language tests on teaching and learning is described in language education as
“washback”. Highstakes public examinations, thus, are often used as tools of control in the school system.
Recently, the Libyan Education Authority adopted major changes into the existing Basic Education Certificate
Examination (BECE) in English aiming to promote a positive washback effect on classroom teaching. This
paper investigates the kind of relationship between testing and teaching according to teachers’ beliefs and
perceptions of the introduced exam. To address these issues, the mixed method approach was utilized:
questionnaires were distributed to 100 teachers and interviews were conducted with the examination board
director and 11 teachers from the same sample surveyed. The study found that teachers expressed negative
rather than positive views towards the exam. Teachers criticized the exam especially in terms of practicality and
content validity as most teachers declared that congruence between the new exam and the curriculum is
tenuous. However, teachers welcomed the policy regarding exam format and style. While some desired aims
were achieved through the exam, others were not. Findings showed that the exam did exert washback effect in
that teachers experienced and/or implemented changes in their classroom instructional practices. Thus findings
indicated that exams did exert washback on teachers’ attitudes and beliefs towards their classroom teaching.
However, particularly in this study, data was self-reported via questionnaires and interviews, classroom
observations would have provided more tangible evidence on teachers' actual classroom teaching practices as a
result of exam change
Enhancing Primary Mathematics learning using assessment practices: an initiat...inventionjournals
ABSTRACT : This paper attempts to study two important aspects: (1) To foster the skills for quality assessment in mathematics among prospective teachers. (2) To explore the extent to which these practices helped in improving quality of learning as well as teaching. The study has been done in MCD primary schools from class II to V with the involvement of pre-service B.El.Ed teachers, during their primary school internship in 4th year. The study comprises four phases, In the first phase, authors did a survey of the assessment practices that have been followed in these schools. Second phase comprised making student-teachers aware of the assessment practices going on in the schools, reviewing it critically, orienting them to prepare assessment profiles of their students. In the third Phase, students implemented these assessment practices in their respective classes for around three months under the supervision of authors. The final phase allowed a discussion with student-teachers and analysed the feedback of pre-service teachers as how these assessment practices helped them to take up decision regarding teaching as well as students‟ progress in understanding the concepts. Findings revealed that these assessment practices helped interns to monitor and modify their pedagogy. Further, Responses of the students in the assessment tasks improved progressively. However, some of the Interns faced many challenges related to recording individual progress, to assess through students responses while teaching as it became difficult for them to interpret individual responses.
Formative Assessment as an Essential Competence of University Teachersiosrjce
: In the framework of a competency-based education, teachers require to acquire previously the
formative assessment as a fundamental task to develop an educational process of higher quality. In this article
the complexity of the educational act is analyzed from a socio-cultural approach, presenting the theoretical
bases that support a continuous and ongoing evaluation of student performance. It is highlighted the role of
teachers in order to help students to achieve their learning objectives and it is promoted a comprehensive
evaluation, where self-assessment, peer assessment and hetero assessment are essential stages for feedback of
the teaching-learning-processes. The evaluation will be useful when strengths and weaknesses of the
educational process could be determined holistically, to consolidate and transfer strengths to other areas or
contexts overcoming weaknesses and shortcomings in time, before the end of the semester. It is recommended
that university teachers develop the competence of formative assessment so that they are in a position to redirect
scientific discourse to a scenario in which the educational process unfolds. For this, the teacher needs to
assume its role as a mediator of knowledge, so that the course contents are understood and assimilated by the
student.
Teachers Teaching Efficacy as a Predictor of Teachers Effectiveness in Nigeri...AJHSSR Journal
ABSTRACT: This study examined the role of teaching efficacy as a predictor of teaching effectiveness in Nigeria
through a comprehensive literature review. The focus is on the Nigerian educational system, aiming to shed light
on the multifaceted influence of teaching efficacy on teacher motivation, instructional practices, student
achievement, professional development, and school culture. The goal is to inform educational stakeholders and
policymakers to enhance educational standards and student outcomes in Nigeria. The review underscores the
dimensions of teacher effectiveness, highlighting aspects such as content knowledge, pedagogical knowledge,
classroom management, differentiated instruction, assessment and feedback, relationship building, and continuous
professional development. Several studies in the Nigerian educational context consistently demonstrate a positive
correlation between teachers' self-efficacy and their effectiveness. Teachers with higher self-efficacy exhibit
improved teaching techniques, heightened student motivation and achievement, and greater job satisfaction.
Recommendations based on the literature review include advocating for comprehensive professional development
programs, promoting mentorship and collaboration among educators, fostering supportive school leadership,
integrating research-informed policies into educational practices, and encouraging further research to deepen the
understanding of teaching efficacy and effectiveness within the Nigerian context. The study underscores the
importance of addressing teaching efficacy in educational policies and practices to elevate teaching standards and
improve student outcomes in Nigeria.
KEYWORDS: Teaching efficacy, Teacher effectiveness, Teacher professional development, Nigerian educational
system
Management Practices of School Principals to Enhance Teacher Excellence in Co...JoanieHaramain1
This article focuses on the management practices of public secondary school principals as perceived by school managers and secondary school teachers to improve teacher excellence and students' performance for the attainment of quality education.
Online learning causes teachers to be considered more active than students, so students’ higher-order thinking skills decrease. Limited face-to-face learning is a new normal policy in the field of education. Learning models can be one way to recreate active learning to improve student’s learning outcomes. This study determines the effectiveness of the problem-based learning (PBL) model in enhancing student learning outcomes of geography in new normal learning. This research is a nonequivalent pretest-posttest control group design. The population is all class XI social study (IPS) at Senior High School 13 Banjarmasin, Indonesia. The sample is used as the experimental group, namely XI IPS 3 totaling 17 students, and the sample is used as the control group, namely XI IPS 2 totaling 14 students. Data collection techniques use tests, non-test, interviews, and documentation. The results are the independent t-test in the experimental and control groups showed that the PBL model effectively improved student learning outcomes in geography in the new normal learning era. The implication is the PBL model can be applied to new normal learning by teachers by elaborating with learning technology which is still adapted to the characteristics of students so that learning objectives are achieved.
The curriculum management strategies of highly experienced and less experienced secondary school
principals were compared in this study. The study was guided by a single research topic, and a null hypothesis was tested at the 0.05 level of significance. The study was conducted using a descriptive survey research approach. The participants in this study were 106 secondary school principals and vice principals from 44 public secondary schools in the Nnewi Education Zone. Because the research population was manageable, no sampling was done. As a result, the study’s population size was made up of 106 secondary school principals and vice principals. Data was collected using a questionnaire produced by a researcher called the Curriculum Management Practice Scale. Two professionals independently verified the tool. Cronbach alpha was employed to examine the instrument’s internal
consistency, and reliability values of 0.75 were obtained. The researcher and five research assistants used direct administration to collect data for the study. There was a 100% return rate. The study question was answered using arithmetic mean and standard deviation scores, and the null hypothesis was tested using a t-test at the 0.05 level of significance. The study’s findings indicated that there is no discernible difference in the curriculum management techniques of highly experienced and less experienced secondary school principals. Most school heads do a review of all course curricula and hold meetings to establish what type of extra-curricular activities are required. The study’s implications and findings were drawn.
Teachers’ Perceptions and Practices of Classroom Assessment in Secondary Scho...Md. Mehadi Rahman
Classroom assessment is an essential part of education. The study investigated teachers’ perceptions of classroom assessment and their current classroom assessments practices in secondary science in Bangladesh. Specifically, the study sought to gain an understanding of to what extent teachers use different classroom assessment strategies to understand and to support both teaching and learning processes and how their perception is related with their classroom assessment practice. The study was mainly quantitative with some integration of qualitative approach. Data sources were secondary science teachers and their science classrooms. The study used a questionnaire to establish the teachers’ perceptions of classroom assessment in science, a lesson observation protocol, and pre-lesson and post-lesson observation interview protocols as main sources of data collection. A total of thirty teachers (twenty male and ten female) were chosen randomly from six secondary schools in Dhaka city. The findings suggest that teachers perceive classroom assessment as summative assessment. What teachers said about their classroom assessment practice was not reflected during their teaching. Therefore, the teachers’ perceptions of classroom assessment have no significant relation with their classroom assessment practices.
An Assessment of Professional Standards exhibited by Teacher Educators in Col...Premier Publishers
Multiple measures capturing different aspects of teacher educators’ performances, including analysis of artefacts, self-report and student survey are being encouraged in teacher evaluation. The current professional standards developed by the National Commission for Colleges of Education (NCCE) in Nigeria included the use of students’ observation of some aspects of teacher educators’ practices in their evaluation. In this study, the teacher educators’ performance on some of the professional standards was assessed using students’ ratings. A questionnaire was used to gather the required data. The findings of this study suggest that the students perceived that the teacher educators exhibited the following attributes
i. Foster scientific enquiry within instructional framework.
ii. Create enabling learning environment.
iii. Use formal and informal assessment strategies to evaluate students’ progress.
iv. Demonstrate professional values and practices that support teacher education programme. The findings further suggest that the students did not perceive that the teacher educators employed diverse instructional resources in their classroom. It is concluded on the basis of the findings that students’ ratings/feedback could be considered a valid source of information on some teacher educators’ performances, and should be harnessed in the assessment process.
"The effects of flipped classroom on learning effectiveness: using learning ...eraser Juan José Calderón
"The effects of flipped classroom on learning effectiveness: using learning satisfaction as the mediator" de Pao-Ching Lin & Hai-Ming Chen. Tamkang University. New Taipei City, Taiwan. Revista World Transactions on Engineering and Technology Education 2016 WIETE, Vol.14, No.2, 2016.
Exploring Teachers Practices of Classroom Assessment in Secondary Science Cla...Md. Mehadi Rahman
The study investigates teachers’ classroom assessment practices of secondary schools in Bangladesh. The study is mainly quantitative with some integration of qualitative approach. Secondary science teachers and their science classrooms were main data source of the study, which were selected randomly. Data sources were secondary science teachers and their science classrooms. The study used a lesson observation protocol to understand their classroom assessment practice, and pre-lesson and post-lesson observation interview protocols as main sources of data collection. Qualitative data from interview were used to triangulate the quantitative data from observation. A total of thirty teachers (twenty male and ten female) were chosen randomly from six secondary schools in Dhaka. The study explored that teachers’ current practice of classroom assessment was to only assess students learning achievement and they followed traditional methods to assess students. The dominated assessment activity was oral questioning and very few students take part in the assessment activities by answering the questions. The classroom questions are basically focused very specific responses and encouraged rote learning; even students’ didn’t get enough time for thinking and answering the questions. Therefore the study suggests changing current practices by using different assessment strategies like self and peer assessment and focus on assessment for learning to ensure effective teaching-learning and quality education. These findings can inform the classroom teachers as well as o relevant stakeholders in making necessary changes in the present classroom assessment practices in Bangladesh.
This study aimed to determine the effect of explain-analysis-doingdiscussion or known as ex-add learning techniques on critical thinking skills and pedagogic competence of Islamic religious education students at State Islamic University (UIN) Sulthan Thaha Saifuddin Jambi and at UIN Raden Fatah Palembang, Indonesia. The approach used quantitative with quasiexperimental techniques. The number seen in this study was 31 students from UIN Sulthan Thaha Saifuddin Jambi. The data were obtained using tests, namely pretest, and posttest. The test instrument was in the form of multiple-choice questions, each consisting of 40 questions. Data analysis was carried out using percentage techniques, N-gain analysis, and a T-test. Based on the data and discussion that has been done, it can be concluded that the ex-add technique in ‘learning methods and strategies’ can increase critical thinking skill (CTS) and pedagogic competence (PC) respectively by 78 .23% in the ‘high’ category and 59.81% in the ‘medium’ category. This is reinforced by the results of the T-test that both variables obtain a value (2- tailed) of 0.000<0.05. This means that there is an average difference between the pretest and posttest scores for each variable. In other words, it can be said that the increase in student CTS and PC after participating in learning with the ex-add technique is significant.
Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.7, No.21, 2016
1
Assessment, Student Learning and Classroom Practice: A Review
Dr. Ekua Tekyiwa Amua-Sekyi
Department of Arts & Social Sciences Education University of Cape Coast
Abstract
Assessment in its various forms has always been a central part of educational practice. Evidence gleaned from
the empirical literature suggests that assessment, especially high stakes external assessment has effect on how
teachers teach and consequently, how students learn. Through focus group discussions, this paper draws upon
the experiences of 12 tutors and 18 student-teachers in 3 colleges of education in Ghana. The findings show that
although teachers are expected to nurture evaluative thinking skills in their pupils/students this is not reflected in
the assessment and teaching and learning practices of student-teachers. This paper argues that for teachers to be
effective in promoting the desired goals of the basic school curriculum, greater recognition must be accorded to
the influence of assessment on teaching and learning, the understanding of which could arguably play an
important role in introducing changes that will promote the cognitive processes and thinking skills desired in our
schools and classrooms.
Keywords: Assessment, teaching and learning, teacher training, classroom practice
1. Introduction
Assessment is about learning. Traditionally assessment is intended to find out and report on what has been learnt
thus its relation with classroom activities. Assessment is integral to teaching and learning activities in school and
mediates the interaction between teachers and students in the classroom. Assessment can be defined as all
activities that teachers and students undertake to get information that can be used to alter teaching and learning.
This includes teacher observation and analysis of student work (homework, tests, essays, reports, practical
procedures and classroom discussion of issues). All these are concerned with sampling what a student may or
may not know. Assessment is also used in ‘selecting, controlling or motivating students, and to satisfy public
expectations as to standards and accountability’ (Biggs, 2003; p.141). Consequently, assessment has been
categorised as formative or summative depending on how the results are used (Dunn & Mulvenon, 2009).
Formative assessment is embedded in the teaching and learning process and provides feedback to the teacher in
the course of teaching to enable him or her judge how well students are learning. It also provides information on
the effectiveness of teaching which will help to determine an appropriate remedial action where necessary. For
this reason, it is appropriatel ...
This study aims to reveal the profile of open-start problem-solving with ethnomathematics regarding student learning styles. This research is a qualitative research study on 3 out of 31 students of Junior High School of 3 Magetan taken by purposive sampling. The three students carried out four stages: understanding the problem, planning problem-solving strategies, implementing problem-solving strategies, and reviewing again. The results of the research show that students with a visual learning style solve problems by understanding problems through writing known and being asked and drawing illustrations, planning problem-solving strategies by making examples, carrying out solving strategies by working on the calculation process; students with an auditory learning style solve problems by understanding problems through writing known and being asked, planning strategies by making problems and formulating formulas used, implementing solutions by doing calculations and reviewing; students with a kinesthetic learning style solve problems by understanding issues through writing known and being asked, making examples and writing the formulas used, carrying out solving strategies by applying the calculation process and reviewing the results obtained. However, of the three styles, the results of the accepted work were not correct because they did not write down the conclusions and were not thorough enough.
The volunteer function inventory (VFI) is an assessment tool to measure individual volunteer motivation. VFI measures individual motivation to volunteer by examining the functional motives of each volunteer. This research aimed to adapt the VFI to the Indonesian language. VFI consists of 30 items divided into five dimensions. This study utilized a non-experimental quantitative research method. Samples were acquired by accidental random sampling with N = 176. In this study, reliability testing was carried out with items and dimensions of Cronbach's α. Validity tests were examined using construct validity and item analysis. The results of the Indonesian version of VFI showed high reliability and validity. Besides, the item analysis also shows that the quality of each item is excellent. The Indonesian version of VFI will be suitable for various education fields in Indonesia to measure the students' voluntary willingness in community development activities, for example, in measuring the impact of volunteerism in the Merdeka Belajar Kampus Merdeka (MBKM) social activities and other activities within the communities.
More Related Content
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Formative Assessment as an Essential Competence of University Teachersiosrjce
: In the framework of a competency-based education, teachers require to acquire previously the
formative assessment as a fundamental task to develop an educational process of higher quality. In this article
the complexity of the educational act is analyzed from a socio-cultural approach, presenting the theoretical
bases that support a continuous and ongoing evaluation of student performance. It is highlighted the role of
teachers in order to help students to achieve their learning objectives and it is promoted a comprehensive
evaluation, where self-assessment, peer assessment and hetero assessment are essential stages for feedback of
the teaching-learning-processes. The evaluation will be useful when strengths and weaknesses of the
educational process could be determined holistically, to consolidate and transfer strengths to other areas or
contexts overcoming weaknesses and shortcomings in time, before the end of the semester. It is recommended
that university teachers develop the competence of formative assessment so that they are in a position to redirect
scientific discourse to a scenario in which the educational process unfolds. For this, the teacher needs to
assume its role as a mediator of knowledge, so that the course contents are understood and assimilated by the
student.
Teachers Teaching Efficacy as a Predictor of Teachers Effectiveness in Nigeri...AJHSSR Journal
ABSTRACT: This study examined the role of teaching efficacy as a predictor of teaching effectiveness in Nigeria
through a comprehensive literature review. The focus is on the Nigerian educational system, aiming to shed light
on the multifaceted influence of teaching efficacy on teacher motivation, instructional practices, student
achievement, professional development, and school culture. The goal is to inform educational stakeholders and
policymakers to enhance educational standards and student outcomes in Nigeria. The review underscores the
dimensions of teacher effectiveness, highlighting aspects such as content knowledge, pedagogical knowledge,
classroom management, differentiated instruction, assessment and feedback, relationship building, and continuous
professional development. Several studies in the Nigerian educational context consistently demonstrate a positive
correlation between teachers' self-efficacy and their effectiveness. Teachers with higher self-efficacy exhibit
improved teaching techniques, heightened student motivation and achievement, and greater job satisfaction.
Recommendations based on the literature review include advocating for comprehensive professional development
programs, promoting mentorship and collaboration among educators, fostering supportive school leadership,
integrating research-informed policies into educational practices, and encouraging further research to deepen the
understanding of teaching efficacy and effectiveness within the Nigerian context. The study underscores the
importance of addressing teaching efficacy in educational policies and practices to elevate teaching standards and
improve student outcomes in Nigeria.
KEYWORDS: Teaching efficacy, Teacher effectiveness, Teacher professional development, Nigerian educational
system
Management Practices of School Principals to Enhance Teacher Excellence in Co...JoanieHaramain1
This article focuses on the management practices of public secondary school principals as perceived by school managers and secondary school teachers to improve teacher excellence and students' performance for the attainment of quality education.
Online learning causes teachers to be considered more active than students, so students’ higher-order thinking skills decrease. Limited face-to-face learning is a new normal policy in the field of education. Learning models can be one way to recreate active learning to improve student’s learning outcomes. This study determines the effectiveness of the problem-based learning (PBL) model in enhancing student learning outcomes of geography in new normal learning. This research is a nonequivalent pretest-posttest control group design. The population is all class XI social study (IPS) at Senior High School 13 Banjarmasin, Indonesia. The sample is used as the experimental group, namely XI IPS 3 totaling 17 students, and the sample is used as the control group, namely XI IPS 2 totaling 14 students. Data collection techniques use tests, non-test, interviews, and documentation. The results are the independent t-test in the experimental and control groups showed that the PBL model effectively improved student learning outcomes in geography in the new normal learning era. The implication is the PBL model can be applied to new normal learning by teachers by elaborating with learning technology which is still adapted to the characteristics of students so that learning objectives are achieved.
The curriculum management strategies of highly experienced and less experienced secondary school
principals were compared in this study. The study was guided by a single research topic, and a null hypothesis was tested at the 0.05 level of significance. The study was conducted using a descriptive survey research approach. The participants in this study were 106 secondary school principals and vice principals from 44 public secondary schools in the Nnewi Education Zone. Because the research population was manageable, no sampling was done. As a result, the study’s population size was made up of 106 secondary school principals and vice principals. Data was collected using a questionnaire produced by a researcher called the Curriculum Management Practice Scale. Two professionals independently verified the tool. Cronbach alpha was employed to examine the instrument’s internal
consistency, and reliability values of 0.75 were obtained. The researcher and five research assistants used direct administration to collect data for the study. There was a 100% return rate. The study question was answered using arithmetic mean and standard deviation scores, and the null hypothesis was tested using a t-test at the 0.05 level of significance. The study’s findings indicated that there is no discernible difference in the curriculum management techniques of highly experienced and less experienced secondary school principals. Most school heads do a review of all course curricula and hold meetings to establish what type of extra-curricular activities are required. The study’s implications and findings were drawn.
Teachers’ Perceptions and Practices of Classroom Assessment in Secondary Scho...Md. Mehadi Rahman
Classroom assessment is an essential part of education. The study investigated teachers’ perceptions of classroom assessment and their current classroom assessments practices in secondary science in Bangladesh. Specifically, the study sought to gain an understanding of to what extent teachers use different classroom assessment strategies to understand and to support both teaching and learning processes and how their perception is related with their classroom assessment practice. The study was mainly quantitative with some integration of qualitative approach. Data sources were secondary science teachers and their science classrooms. The study used a questionnaire to establish the teachers’ perceptions of classroom assessment in science, a lesson observation protocol, and pre-lesson and post-lesson observation interview protocols as main sources of data collection. A total of thirty teachers (twenty male and ten female) were chosen randomly from six secondary schools in Dhaka city. The findings suggest that teachers perceive classroom assessment as summative assessment. What teachers said about their classroom assessment practice was not reflected during their teaching. Therefore, the teachers’ perceptions of classroom assessment have no significant relation with their classroom assessment practices.
An Assessment of Professional Standards exhibited by Teacher Educators in Col...Premier Publishers
Multiple measures capturing different aspects of teacher educators’ performances, including analysis of artefacts, self-report and student survey are being encouraged in teacher evaluation. The current professional standards developed by the National Commission for Colleges of Education (NCCE) in Nigeria included the use of students’ observation of some aspects of teacher educators’ practices in their evaluation. In this study, the teacher educators’ performance on some of the professional standards was assessed using students’ ratings. A questionnaire was used to gather the required data. The findings of this study suggest that the students perceived that the teacher educators exhibited the following attributes
i. Foster scientific enquiry within instructional framework.
ii. Create enabling learning environment.
iii. Use formal and informal assessment strategies to evaluate students’ progress.
iv. Demonstrate professional values and practices that support teacher education programme. The findings further suggest that the students did not perceive that the teacher educators employed diverse instructional resources in their classroom. It is concluded on the basis of the findings that students’ ratings/feedback could be considered a valid source of information on some teacher educators’ performances, and should be harnessed in the assessment process.
"The effects of flipped classroom on learning effectiveness: using learning ...eraser Juan José Calderón
"The effects of flipped classroom on learning effectiveness: using learning satisfaction as the mediator" de Pao-Ching Lin & Hai-Ming Chen. Tamkang University. New Taipei City, Taiwan. Revista World Transactions on Engineering and Technology Education 2016 WIETE, Vol.14, No.2, 2016.
Exploring Teachers Practices of Classroom Assessment in Secondary Science Cla...Md. Mehadi Rahman
The study investigates teachers’ classroom assessment practices of secondary schools in Bangladesh. The study is mainly quantitative with some integration of qualitative approach. Secondary science teachers and their science classrooms were main data source of the study, which were selected randomly. Data sources were secondary science teachers and their science classrooms. The study used a lesson observation protocol to understand their classroom assessment practice, and pre-lesson and post-lesson observation interview protocols as main sources of data collection. Qualitative data from interview were used to triangulate the quantitative data from observation. A total of thirty teachers (twenty male and ten female) were chosen randomly from six secondary schools in Dhaka. The study explored that teachers’ current practice of classroom assessment was to only assess students learning achievement and they followed traditional methods to assess students. The dominated assessment activity was oral questioning and very few students take part in the assessment activities by answering the questions. The classroom questions are basically focused very specific responses and encouraged rote learning; even students’ didn’t get enough time for thinking and answering the questions. Therefore the study suggests changing current practices by using different assessment strategies like self and peer assessment and focus on assessment for learning to ensure effective teaching-learning and quality education. These findings can inform the classroom teachers as well as o relevant stakeholders in making necessary changes in the present classroom assessment practices in Bangladesh.
This study aimed to determine the effect of explain-analysis-doingdiscussion or known as ex-add learning techniques on critical thinking skills and pedagogic competence of Islamic religious education students at State Islamic University (UIN) Sulthan Thaha Saifuddin Jambi and at UIN Raden Fatah Palembang, Indonesia. The approach used quantitative with quasiexperimental techniques. The number seen in this study was 31 students from UIN Sulthan Thaha Saifuddin Jambi. The data were obtained using tests, namely pretest, and posttest. The test instrument was in the form of multiple-choice questions, each consisting of 40 questions. Data analysis was carried out using percentage techniques, N-gain analysis, and a T-test. Based on the data and discussion that has been done, it can be concluded that the ex-add technique in ‘learning methods and strategies’ can increase critical thinking skill (CTS) and pedagogic competence (PC) respectively by 78 .23% in the ‘high’ category and 59.81% in the ‘medium’ category. This is reinforced by the results of the T-test that both variables obtain a value (2- tailed) of 0.000<0.05. This means that there is an average difference between the pretest and posttest scores for each variable. In other words, it can be said that the increase in student CTS and PC after participating in learning with the ex-add technique is significant.
Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.7, No.21, 2016
1
Assessment, Student Learning and Classroom Practice: A Review
Dr. Ekua Tekyiwa Amua-Sekyi
Department of Arts & Social Sciences Education University of Cape Coast
Abstract
Assessment in its various forms has always been a central part of educational practice. Evidence gleaned from
the empirical literature suggests that assessment, especially high stakes external assessment has effect on how
teachers teach and consequently, how students learn. Through focus group discussions, this paper draws upon
the experiences of 12 tutors and 18 student-teachers in 3 colleges of education in Ghana. The findings show that
although teachers are expected to nurture evaluative thinking skills in their pupils/students this is not reflected in
the assessment and teaching and learning practices of student-teachers. This paper argues that for teachers to be
effective in promoting the desired goals of the basic school curriculum, greater recognition must be accorded to
the influence of assessment on teaching and learning, the understanding of which could arguably play an
important role in introducing changes that will promote the cognitive processes and thinking skills desired in our
schools and classrooms.
Keywords: Assessment, teaching and learning, teacher training, classroom practice
1. Introduction
Assessment is about learning. Traditionally assessment is intended to find out and report on what has been learnt
thus its relation with classroom activities. Assessment is integral to teaching and learning activities in school and
mediates the interaction between teachers and students in the classroom. Assessment can be defined as all
activities that teachers and students undertake to get information that can be used to alter teaching and learning.
This includes teacher observation and analysis of student work (homework, tests, essays, reports, practical
procedures and classroom discussion of issues). All these are concerned with sampling what a student may or
may not know. Assessment is also used in ‘selecting, controlling or motivating students, and to satisfy public
expectations as to standards and accountability’ (Biggs, 2003; p.141). Consequently, assessment has been
categorised as formative or summative depending on how the results are used (Dunn & Mulvenon, 2009).
Formative assessment is embedded in the teaching and learning process and provides feedback to the teacher in
the course of teaching to enable him or her judge how well students are learning. It also provides information on
the effectiveness of teaching which will help to determine an appropriate remedial action where necessary. For
this reason, it is appropriatel ...
Similar to Factors affecting teacher educators adoption of formative assessment strategies in the mathematics classroom (20)
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Factors affecting teacher educators adoption of formative assessment strategies in the mathematics classroom
1. Journal of Education and Learning (EduLearn)
Vol. 15, No. 4, November 2021, pp. 483~489
ISSN: 2089-9823 DOI: 10.11591/edulearn.v15i4.20341 483
Journal homepage: http://edulearn.intelektual.org
Factors affecting teacher educators adoption of formative
assessment strategies in the mathematics classroom
Justice Enu
Department of Teacher Education, Faculty of Educational Studies, Kwame Nkrumah University of Science and
Technology, Ghana
Article Info ABSTRACT
Article history:
Received Jul 25, 2021
Revised Oct 23, 2021
Accepted Nov 29, 2021
The purpose of this study was to look into the factors that influence
mathematics teacher educators' formative assessment practices. This paper
took a qualitative case study research design approach with six educators
teaching mathematics in three teacher Colleges of Education in Ghana. The
exploration focused on factors that hinders teacher educators use of
formative assessment practices. Data were generated through the
administration of semi – structured interviews and lesson observations. The
qualitative data was analyzed using thematic analysis. Findings revealed that
major factors which limit teacher educators formative assessment practices
were: large class size, time, lack of transparency in assessment, and internal
and external summative assessment issues. The factors limiting teacher
educators' use of formative assessment (FA) discussed in this study are
beneficial for teacher college administration in addressing the issues and
educators in assisting pre-service teachers in eliminating these factors during
their training and after passing out from the college of education to the
teaching field. Based on the findings, it is recommended that a large scale
study is conducted on factors that affect teachers formative assessment
practices and the effect on students mathematics learning.
Keywords:
Formative assessment
Mathematics
Teacher educator
This is an open access article under the CC BY-SA license.
Corresponding Author:
Justice Enu
Department of Teacher Education, Faculty of Educational Studies
Kwame Nkrumah University of Science and Technology
Private Mail Bag, University Post Office, Kumasi, Ghana
Email: enukj28@gmail.com
1. INTRODUCTION
Naturally, assessment is part of peoples’ everyday world. People make decisions based on the
information available to them, which they see as relevant for the purposes of their decision. In the context of
education, assessment forms an integral component of the instruction and learning process; therefore,
assessment and instruction cannot be viewed or understood in isolation [1]. According to Broadfoot [2],
without assessment, teachers and students would have no way of knowing whether or what learning is taking
place. In other words, assessment is a way of finding out if learning has taken place, which requires teachers'
understanding and skills to ensure effective implementation. Moss [3] posits that assessment is "undeniably
one of the teachers most complex and important tasks." Formative assessment (FA) has been identified as
classroom practices that teachers can employ to ascertain the progress of their students' learning and identify
learning gaps to make instructional adjustments that lead to greater success for the students. Research has
shown that FA affects the academic performance of students [4], [5]. For example Lau [6] studied the impact
of FA of 71 undergraduate students in Educational Psychology and found that students in the experimental
2. ISSN: 2089-9823
J Edu & Learn, Vol. 15, No. 4, November 2021: 483 – 489
484
group had a 9-point gain in performance, which is significantly better than in the control group (2-point
gain). Although literature has revealed positive feedback about FA in relation to learning, this positive
feedback is based on the instructors' knowledge and practice. Knowing about FA is necessary, but knowing
how the instructors know about and practice it during teaching and learning is critical.
However, there are many challenges facing teachers' assessment practices in general, and
specifically FA, that need to be understood and addressed for better learning outcomes. According to Black
and Wiliam in Ho [5] FA is seldom used in the classroom. Similarly, Leahy, et al. [7] posit that teachers may
be aware of FA and its strategies, but they do not use it in their classrooms. According to various studies
conducted in assessment and assessment practices, several factors have been mentioned to affect the
assessment practices of academic staff [8]. Academic level, class size, type of university, and assessment-
based training acquired by academic staff are some of the factors that inhibit teachers' assessment practices
[8], [9]. Kanjee [10] also observed that teachers still face challenges in implementing FA in the classroom
because there is still a major influence of summative assessment on FA. These studies were conducted on in-
service teachers at the high school level, not on teacher educators at the college or university level. It is
important to note that teacher educators are responsible for training teachers and equipping them with skills
and knowledge to become effective practitioners in the school settings. Therefore, teacher educators
knowledge on assessment issues is not only vital for planning and designing teaching and learning activities,
but also for addressing the learning needs of students. Their knowledge is vital for equipping preservice
teachers with the necessary knowledge to become master craftsperson of assessment in their classroom when
they become classroom practitioners.
The policy of assessment in Ghana calls for both assessment for learning (FA) and assessment of
learning with more emphasis placed on assessment for learning, further stressing that educators need to
implement it to enhance learning. What seems to be missing even now are measure to ensure that it is being
implemented [11]. A review of literature on this phenomenon in the context of Ghana has shown that limited
studies have been conducted in this area and specifically in mathematics. The few studies conducted on
teacher educators' problems in utilizing formative assessment in the lecturer room focused on English and
Social studies and not on mathematics [12]. For example, Ankomah and Oduro [12] explored lecturers'
dilemma in improving learning via formative assessment in English and found time constraints and class size
as inhibitors in the teachers' implementation of formative assessment. In this context, this study aims to
discuss the perspectives of mathematics teacher educators (MTEs) on the factors that influence their adoption
of FA strategies.
2. LITERATURE REVIEW
Formative assessment is held up as an assessment practice that can help teachers adjust and improve
their instructional practices to enhance students' academic performance. However, certain contextual factors
impede teacher educators' practice of FA. According to Young and Jackman [13], teachers have a positive
attitude towards FA practices but are less confident when it comes to the enactment of FA strategies [7].
Literature has shown that teachers' lack of confidence in implementing FA techniques might be attributed to
constraints such as reforms in education, change in curriculum, school context, and learning culture [14].
Contributing to the debate, Hui, Brown, and Chan [15] indicate that school curriculum, high stakes,
summative and examination-oriented practices influence teachers' adoption and implementation of FA
strategies. Drawing from the position and reasons presented by researchers [14], [15], it can be argued that
both internal and external factors influence teachers' adoption and implementation of FA strategies. An
external threat to FA implementation could be pressures from outside the classroom; for instance, if teachers
are required to keep up with a fast-paced schedule and complete a prescribed module (course of study). A
shortage of teaching and learning materials affects the effective implementation of classroom assessment
practice [16]. Another threat that inhibits teachers' adoption and implementation of FA in the classroom is the
lack of material resources. Also, the challenge of large classroom size has been found to impede effective FA
practice [17]–[19]. It is worth noting that success in the implementation of FA at the classroom level heavily
depends on how teachers understand FA. Because of this, Husain [20] argues that the most critical threat
which hinders effective implementation of FA is teachers' lack of knowledge of FA and the use of FA
strategies.
On the other hand, Carless [21] believe that pressuring teachers to use FA strategies would not result
in widespread adoption. Instead, stakeholders must motivate teachers about how to develop their FA
practices. It also necessitates an inquiry into how barriers to teachers’ FA practice in the classroom can be
removed [17]. From the foregoing, it is clear that various factors hinder teachers' FA adoption and
implementation. As a result, it's critical to recognize possible factors that could influence a teacher educator's
willingness to use formative assessment in their classroom in Ghana.
3. J Edu & Learn ISSN: 2089-9823
Factors affecting teacher educators adoption of formative assessment strategies … (Justice Enu)
485
2.1. Framework for this Study
The study adapted [17] model on factors that affect teachers formative assessment practices, both in
the data generation method used and the analysis of data. Izci model as seen in Figure 1 is based on teachers
changed environment model developed by Clarke and Hollingsworth [22]. The model highlight four factors
that influence teachers adoption of formative assessment in their instructional practices. In the following the
four components are described briefly: i) Personal factors: Teachers perceptions of formative assessment
constitute the personal factors [17]. Extent literature have established that factors such as teachers attitude;
teachers beliefs and values; teachers pedagogical content knowledge (PCK); teachers understanding of
assessment principals influence teachers adoption of formative assessment strategies; ii) Resource – related
factors: Studies done in assessment highlight large class size, instructional materials, time, funds as examples
of resource factors which influences the way academic staff assess their students [23], [24]. Teachers assess
the students they teach poorly as a result of large class size [23] and therefore for effective assessment
practices, teachers need sizable or small classes so that they can handle the assessment adequately; iii)
Contextual factors: These factors relate to school factors such as school environment and policy that affects
teachers formative assessment practices. Among the contextual factors which affect teachers decisions about
formative assessment includes; views of parents, school context and assessment polices [17], [25]. Studies
have shown that school policy usually require the use of test in reporting students improvement on standard.
According to Mudin [26], [27] pressure from school management forces teachers to employ summative
assessment to maintain high assessment scores rather that meeting learnings of students that requires the use
of FA; iv) External factors: Izci [17] mooted that external factors are not controlled or directed under the
teacher but affects teachers practices and decisions about formative assessment. External factors captured and
highlighted that affects teachers FA adoption include: State and local education policies, high stakes and
accountability assessment and curriculum developers [17], [28]. From the foregoing, these factors causes a
gap between theory and practices of formative assessment.
Figure 1. Factors that affect teachers' adoption of formative assessment (adapted from Izci [17])
3. RESEARCH METHOD
In this study, interviews and non-participatory observations were used to generate data from six
mathematics teacher educators from three teacher colleges situated in the Central Region, Ghana. According
to Schreiber and Asner-Self [29] in a qualitative study, the sample size is not the most highly considered
issue – the richness of the views on a particular situation that are unearthed matter more than the numbers. In
each of the colleges, the researcher gave a short presentation explaining the whole research project to teacher
educators of the mathematics unit of the Department of Mathematics and ICT Education before they were
invited to participate. Consent was sort and documented (signing of consent letter) from educators who
volunteered to participate in the study. The interview guide mainly required educators to share their views on
factors that impede their adoption and enactment of formative assessment in their instructional activities.
Interviews were audio-recorded, and the data transcribed verbatim. Participants' responses were assigned
numbers to differentiate their responses and a letter (P) to denote the participant. For instance (P#1) indicate
the response for participant one. The transcribed data were analyzed through the identification of themes in
line with the critical question for the study. The theoretical position which the design of this study followed
was interpretivism, which used a qualitative methodological approach to determine the actual reality
regarding the study. Qualitative researchers aim to gain an understanding of the social world from the
participants' perspective. It is on the basis of this premise that the researcher chose a qualitative approach for
this study [30].
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4. RESULTS
From the data, four major factors emerged as factors which limit mathematics teacher educators
adoption of formative assessment strategies: Issues of internal and external summative assessment, Lack of
instructional resources, overfull class, and lack of assessment transparency.
4.1. Issues of internal and external summative assessment
Participants mentioned during the semi-structured interview that they produce continuous
assessment marks for their affiliate university. These marks contribute 40% towards the final module
assessment marks of the students. This is exemplified in the extract below.
P#4: … we produce a continuous assessment of 40% which is used in addition to the 60%
end-of-semester mark (by affiliate university).
This was confirmed by P#2: Students are graded based on the ratio of 40 against 60. We
produce 40% [of the] marks, which is more formative because it is based on the quizzes
and assignment, while the 60% is for the end of semester examination (external by
affiliate university).
MTEs responses above suggest that the continuous assessment marks are combined with the marks
from the external examination (end of semester examination) to arrive at the final score of the module.
Therefore, all six teacher educators involved in this study were observed engaging in a series of activities to
generate continuous assessment scores for their students. Classroom observation revealed that teacher
educators' interaction focuses more on external examination to maximize their students' grades rather than
assess to inform learning. It appears that the high stakes nature of the end-of-semester examination distracts
teacher educators' attention from implementing some of the elements of FA strategies in their lecturer room.
4.2. Formative assessment is time-consuming
In this study, some of the participants indicated that FA techniques consume time when enacting it.
These notions are supported by excerpts from the interview transcripts that follow:
P#6: Some of the techniques consume time. You have to allow time so that you will be
able to exhaust some concepts.
P#6 mentioned peer assessment/group presentation as a technique that requires time for implementation in a
follow-up question. This strategy might be seen as time-consuming, particularly when teachers have to
complete the course outline for their modules to enable their students to sit for the external examination.
P#3: In formative assessment, teachers are able to find out whether what was taught had
been understood by students before other concepts can be introduced. Therefore, if
students are not able to submit their exercise or assignment on time for necessary action
to be taken, it affects the process.
P#3 comment indicates that students' delay in submitting assessment tasks affects how feedback can be
provided and delays instructional progress since early concepts need to be understood before building on
them.
In addition, P#4 stated:
It is time-consuming as one tries to end the lesson without untying all knots, which may
inhibit conception and formulating of higher-order questions on the spot to test
understanding of a concept. Sometimes it is very challenging.
P#4, on the other hand, believes that FA becomes time-consuming when addressing misconceptions that
students hold and more challenging when the teacher is unable to correct all of the misconceptions of the
students.
4.3. Lack of instructional resources and overfull class
Meaningful learning of mathematics requires useful mathematical tools or manipulatives, such as
algebra tiles, geoboards, counters, and so on [31]. This means that the absence of or inadequate learning
resources will have a detrimental effect on teachers' pedagogy and students' learning. Teacher educators
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expressed that there was a lack of teaching-learning materials. They said that the absence of instructional
material hinders their implementation of various assessment strategies.
P#5: Lack of (teaching) materials makes it difficult to implement some of these assessment techniques.
This was reaffirmed by P#6: Some mathematics concepts require teaching-learning
materials (TLMs) to support the teaching. So, when a college or school lacks these
materials, then it makes it difficult to teach, and creating arbitrary materials might not
work to the expected standard.
Another participant felt a need for authorities to provide teaching-learning materials to enable them
to perform their duties to ensure improvement of students' mathematics performance. This was evident in
P#3's comments:
Even though we have embraced formative assessment techniques to improve students'
performance, but colleges lack teaching-learning materials, so management needs to
provide teaching materials (P#3).
Lack of instructional materials limited most of the learning activities in the lecture room. For
example, P#1 has to teach the concept of fractions using the Cuisenaire rod in an abstract form, which does
not help in bridging the gap between concept and facilitation of conception formation in mathematics. FA
implementation may not always require complex technology to be effective [32], but productive learning
could be supported through equipment and conducive physical conditions [33].
In addition, classroom observation showed that overcrowded classrooms impeded teacher educators'
implementation of FA strategies. The student enrollment of most of the modules observed was large, with
large lecture areas. Packed lecture halls with limited tables and chairs made it impossible for teacher
educators to implement some FA techniques effectively in their modules. For example, Fordjour found it
difficult to ensure students' collaboration during his lecture since most of the students had to stand during
instruction due to there being inadequate tables and chairs in the lecture hall. Likewise, it was difficult for
Sekyi to move around during hands-on activities. The arrangement of desks was such that there was not
enough space for him to move around; this, therefore, resulted in him observing only students sitting in the
front row, with instructional adjustment or provision of feedback based on data gathered from those students
only. Teacher–students' engagement was limited in these teachers' lessons as a result of the large class size.
Teacher educators were observed focusing more on the completion of the lesson tasks while paying less
attention to individual students' needs.
4.4. Lack of transparency in constructing assessment criteria
For transparency, one needs to ensure that individuals involved in the assessment process clearly
understand what is expected. Black and Wiliam [34] argued that FA requires teachers to discuss learning
intentions and share criteria for success with the students. The intention of involving students in determining
the assessment criteria, according to Reddy and Andrade [35], is to facilitate the formative use of these
criteria by students. This means that assessment criteria and standards need to be transparent for both
students and the teacher. However, classroom observation revealed that teacher educators made an attempt to
inform students about the intentions or goals of assessment. Students did not have any input into the learning
intentions. That is, teachers failed to discuss the learning intentions with the students. There was no evidence
of teacher educators collaborating with students in developing the standards against which their learning will
be assessed. Teacher educators assumed authoritative power by keeping the assessment criteria to
themselves. On the other side, Jonsson [36] argued that transparency in assessment is established when
students become aware of the assessment intention and assessment criteria. Other studies revealed that
collaborative assessment occurs when students and teachers co-create the criteria for assessment [37].
5. DISCUSSION
The purpose of this study was to explore factors which affect teacher educators adoption of FA
strategies. From the interview questions on the problems teacher educators faced in formative assessment
practices, all the six teacher educators responded that, FA practices are difficult and unmanageable under the
teacher college context. Specifically, the study established that factors relating to instructional materials, time
and large class size hinders or limit mathematics teacher educators’ formative assessment practices. This
result give credence to the findings of [16], [34] that shortage of teaching learning materials and time affect
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teachers usage of FA in the classroom. Class observation also showed evidence of overfull lecture halls as a
result of the number of students registered for the mathematics module. The congested lecture halls posed a
challenge to teacher educators in attending to the learning needs of individual students. For instance, the large
classes limit MTEs in giving individual feedback. The finding that large class affect effective feedback, and
paying attention to individual students learning needs is consistent with research literature [17], [19], [38].
Reviewing from the Izci [17] model one can contend that instructional materials, time and large class size are
resource –related factors. Another important finding that emerged as a factor which affect teacher educators
FA practices was the Colleges assessment policy. Teacher educators revealed that as a policy they generate a
continuous assessment mark of 40% for the affiliate university. As a result, MTEs teach to have their
students do well in the external end of semester examination. Teacher educators Classroom activities
(assessment practices) were test-driven due to the continuous assessment policy with the intention of
maintaining high scores rather than meeting the learning needs of students. This finding resonate with the
claims advanced by Bichi and Musa [39] that the present continuous assessment system does not serve
formative evaluative purposes, because it is characterized by frequent test-taking. The pressure on teacher
educators to produce continuous assessment marks forces them to adopt transmission and testing-driven
activities [17].
The finding, lack of transparency of assessment criteria is a serious concern. The evidence of MTEs
nontransparent on assessment criteria was grounded in the context of practice and can be argued that
mathematics teacher educators continue to hold onto their authoritative role in assessment by keeping
assessment criteria to themselves. This finding contradict literature that learning is co-constructed, and
therefore requires all participants to have a shared understanding of the assessment goals and standards
according to which classroom activities would be assessed [33], [34], [40].
6. CONCLUSION
The current study's findings have implications for higher education. First, the academic board of
colleges of education would do well in resolving or minimizing MTEs challenges of formative assessment to
facilitate effective mathematics instructional delivery, learning, and assessment. Second, teacher educators
assessment practices are critical in the development of preservice mathematics teachers assessment practices
when they finally become practitioners at school. More importantly, it is recommend that in planning
classroom instruction, teacher educators would involve students in reaching decisions about the learning
goals and how their work would be assessed. Once a forum for discussion and communication is established,
the issue of lack of transparency in the assessment process will be addressed.
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