Exploring the Classroom Assessment Practices of Intermediate Stage Teachers

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Exploring the Classroom Assessment Practices of Intermediate Stage Teachers

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dc.contributor.author El Dossri, Hashed Hamad [راشد حماد الدوسري] en_US
dc.date.accessioned 2009-11-25T13:38:41Z
dc.date.available 2009-11-25T13:38:41Z
dc.date.issued 2003 en_US
dc.identifier.citation Journal of Educational Sciences (JES), 2003, Vol. 2, No. 3, Pages 89-116. en_US
dc.identifier.uri http://hdl.handle.net/10576/8560
dc.description.abstract The purpose of this research was to detect the classroom assessment practices of intermediate school teachers in Bahrain. A random sample of 235 teachers was drawn from all the intermediate schools, with a response rate of 84%. The research instrument was a questionnaire consisting of 26 items that measure assessment practices of teachers, along with some items that ask for demographic data. The questionnaire had three major components; identify the teacher assessment practices in classrooms, the assessment techniques teachers use in classroom assessment, and the cognitive levels measured by classroom assessment. Factor analysis was used to identify the underlying factors that determine the assessment practices of teachers per component of the 26 items. The results have revealed that most teachers use the traditional assessment techniques to measure the achievement of their students, such as different kinds of tests, as well as using factors which are not related to student achievement to determine the final score of students. The study has also revealed that there are a variety of underlying factors that control teacher classroom assessment practices. The study recommended further research on both achievement-related and non-achievement factors (e.g., student participation, student effort) that lead teachers' classroom assessment practices; utilizing many other research instruments, such as interviews, and in-class observation of teachers. en_US
dc.description.abstract هدف البحث إلى التعرف على ممارسات المعلمين في التقييم الصفي بالمرحلة الإعدادية في البحرين. . ar
dc.language.iso en en_US
dc.publisher Qatar University en_US
dc.subject Education en_US
dc.subject التعليم ar
dc.title Exploring the Classroom Assessment Practices of Intermediate Stage Teachers en_US
dc.title.alternative الكشف عن ممارسات المعلمين في التقييم الصفي بالمرحلة الإعدادية ar
dc.type Article en_US
dc.identifier.pagination 89-116 en_US
dc.identifier.issue 3 en_US
dc.identifier.volume 2 en_US

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