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 language | English |
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Pages (from-to) | 39-48 |
Number of pages | 10 |
Journal | Journal of Turkish Science Education |
Volume | 8 |
Issue number | 2 |
Publication status | Published - 2011 |
Keywords
- Classroom assessment
- In-service teachers
- Science teachers
- Teacher education
- Teachers' skills
ASJC Scopus subject areas
- Education
- Applied Psychology