Journal of Education, Society and Behavioural Science, ISSN: 2456-981X, ISSN: 2278-0998 (Past),Vol.: 26, Issue.: 3
The Nature of Classroom Assessment in Ethiopian Public Secondary Schools: Subject Teachers’ Views
Geberew Tulu1,2*, Tigist Tolosa2 and J-F1 1University of Tasmania, Launceston TAS, Australia. 2Addis Ababa University, Addis Ababa, Ethiopia.
Geberew Tulu1,2*, Tigist Tolosa2 and J-F1
1University of Tasmania, Launceston TAS, Australia.
2Addis Ababa University, Addis Ababa, Ethiopia.
(1) Doutora Laurinda Leite, Professor, Institute of Education, University of Minho, Portugal.
(2) Nwachukwu Prince Ololube, Professor, Department of Educational Foundations and Management, Faculty of Education, University of Education, Port Harcourt, Nigeria.
(3) Nwachukwu Prince Ololube, Professor, Department of Educational Foundations and Management, Faculty of Education, University of Education, Port Harcourt, Nigeria.
(1) P. Moodley, University of Pretoria, South Africa.
(2) Kamaruddin Ilias, Institute Teacher of Education, Ipoh Campus, Malaysia.
(3) Ch. Krisnandari Ekowati, Nusa Cendana University, Indonesia.
Complete Peer review History: http://www.sciencedomain.org/review-history/25944
This study examined the use of assessment techniques by secondary school teachers in Ethiopia. Little has been known about the classroom assessment strategies teachers use to assess their students in Ethiopian Secondary School contexts [1,2]. All participants (N=423, average teacher experience =14 years) where teachers and they all completed a self-developed questionnaire with 15 items, and of these 8 teachers took part in a face-to-face interview. Principal Component Analysis (PCA) and Chi-square, confirmed that there were three types of assessment techniques: assessment OF learning, assessment FOR learning, assessment AS learning. Most of the teachers reported that assessment OF learning and assessment FOR learning to be the most common and dominant forms of assessments across language, sciences and social sciences. However, only the physical education teachers used assessment AS learning to assess their students. Teachers also identified class size, low student motivation, lack of student knowledge around content area, school environment, and time assigned for a lesson, and teaching and learning facilities, to be barriers for fully implementing and exploring the various assessment techniques. Implications for the study are discussed.
Assessment of learning; assessment for learning; assessment as learning; classroom assessment; subject teacher.
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DOI : 10.9734/JESBS/2018/43233Review History Comments