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

Research output: Contribution to journalArticle

4 Citations (Scopus)

Abstract

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.

Original languageEnglish
Pages (from-to)39-48
Number of pages10
JournalJournal of Turkish Science Education
Volume8
Issue number2
Publication statusPublished - 2011

Fingerprint

Teaching
school grade
classroom
gender
teacher
self-assessment
Oman
experience
Self-Assessment
school

Keywords

  • Classroom assessment
  • In-service teachers
  • Science teachers
  • Teacher education
  • Teachers' skills

ASJC Scopus subject areas

  • Applied Psychology
  • Education

Cite this

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abstract = "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.",
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