Teachers' classroom assessment skills: Influence of gender, subject area, grade level, teaching experience and in-service assessment training

Hussain Alkharusi*

*المؤلف المقابل لهذا العمل

نتاج البحث: المساهمة في مجلةArticleمراجعة النظراء

12 اقتباسات (Scopus)

ملخص

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.

اللغة الأصليةEnglish
الصفحات (من إلى)39-48
عدد الصفحات10
دوريةJournal of Turkish Science Education
مستوى الصوت8
رقم الإصدار2
حالة النشرPublished - 2011

ASJC Scopus subject areas

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بصمة

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