TY - JOUR
T1 - Factors associated with preservice teachers' attitude towards educational measurement
AU - Alkharusi, Hussain Ali
PY - 2010
Y1 - 2010
N2 - It might be argued that strong knowledge and skills in educational measurement are necessary for sound classroom assessment practices. Unfortunately, many teacher-education-students hold undesirable views about educational measurement, which in turn might hinder acquisition of the knowledge and skills required for effective classroom assessment practices. Hence, there is a need to identify the factors that might contribute to an environment conducive for effective learning in educational measurement. The current study addressed this need by exploring the possible factors that might correlate in meaningful ways with attitude of teacher-education-students toward educational measurement. Specifically, the study investigated (a) differences in attitude toward educational measurement with respect to gender, class level (junior or senior), and education major and (b) relationships of educational measurement self-efficacy and math self-concept to attitude toward educational measurement. Participants were 120 Omani students enrolled in an undergraduate-level educational measurement course in the College of Education at Sultan Qaboos University. Results indicated (a) no statistically significant group differences on gender, (b) statistically significant group differences on class level, (c) statistically significant group differences on education major, and (d) statistically significant relationships of educational measurement self-efficacy and math self-concept to attitude toward educational measurement. Implications for the teaching and learning of educational measurement as well as recommendations for future research are discussed.
AB - It might be argued that strong knowledge and skills in educational measurement are necessary for sound classroom assessment practices. Unfortunately, many teacher-education-students hold undesirable views about educational measurement, which in turn might hinder acquisition of the knowledge and skills required for effective classroom assessment practices. Hence, there is a need to identify the factors that might contribute to an environment conducive for effective learning in educational measurement. The current study addressed this need by exploring the possible factors that might correlate in meaningful ways with attitude of teacher-education-students toward educational measurement. Specifically, the study investigated (a) differences in attitude toward educational measurement with respect to gender, class level (junior or senior), and education major and (b) relationships of educational measurement self-efficacy and math self-concept to attitude toward educational measurement. Participants were 120 Omani students enrolled in an undergraduate-level educational measurement course in the College of Education at Sultan Qaboos University. Results indicated (a) no statistically significant group differences on gender, (b) statistically significant group differences on class level, (c) statistically significant group differences on education major, and (d) statistically significant relationships of educational measurement self-efficacy and math self-concept to attitude toward educational measurement. Implications for the teaching and learning of educational measurement as well as recommendations for future research are discussed.
KW - Educational Measurement
KW - Preservice Teachers
KW - Teacher Education
KW - Teachers' Attitudes
UR - http://www.scopus.com/inward/record.url?scp=77957314904&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=77957314904&partnerID=8YFLogxK
U2 - 10.18848/1447-9494/cgp/v17i01/46803
DO - 10.18848/1447-9494/cgp/v17i01/46803
M3 - Article
AN - SCOPUS:77957314904
SN - 1447-9494
VL - 17
SP - 95
EP - 108
JO - International Journal of Learning
JF - International Journal of Learning
IS - 1
ER -