TY - JOUR
T1 - Teachers' classroom assessment skills
T2 - Influence of gender, subject area, grade level, teaching experience and in-service assessment training
AU - Alkharusi, Hussain
PY - 2011
Y1 - 2011
N2 - A significant amount of teachers' professional time is devoted to classroom assessment-related activities. Suboptimal assessment practices might result in undesirable educational outcomes. As such, teachers' assessment skills should deserve recognition and investigation. This study aimed at investigating teachers' self-perceived assessment skills as a function of gender, subject area, grade level, teaching experience, and in-service assessment training. Participants were 213 Omani teachers from Muscat public schools. A 25-item Self-Perceived Assessment Skills Scale was developed and used in the study. Results indicated statistically significant differences on the self-perceived assessment skills with respect to teachers' gender, subject area, grade level, teaching experience, and in-service assessment training. Implications for professional preparation in classroom assessment as well as recommendations for future research are discussed.
AB - A significant amount of teachers' professional time is devoted to classroom assessment-related activities. Suboptimal assessment practices might result in undesirable educational outcomes. As such, teachers' assessment skills should deserve recognition and investigation. This study aimed at investigating teachers' self-perceived assessment skills as a function of gender, subject area, grade level, teaching experience, and in-service assessment training. Participants were 213 Omani teachers from Muscat public schools. A 25-item Self-Perceived Assessment Skills Scale was developed and used in the study. Results indicated statistically significant differences on the self-perceived assessment skills with respect to teachers' gender, subject area, grade level, teaching experience, and in-service assessment training. Implications for professional preparation in classroom assessment as well as recommendations for future research are discussed.
KW - Classroom assessment
KW - In-service teachers
KW - Science teachers
KW - Teacher education
KW - Teachers' skills
UR - http://www.scopus.com/inward/record.url?scp=82655180394&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=82655180394&partnerID=8YFLogxK
M3 - Article
AN - SCOPUS:82655180394
SN - 1304-6020
VL - 8
SP - 39
EP - 48
JO - Journal of Turkish Science Education
JF - Journal of Turkish Science Education
IS - 2
ER -