Discrepancies between teachers’ self-reported perceived skills and use of classroom assessment practices: The case of Botswana
AbstractAs teachers implement a diverse repertoire of assessment methods to gather information about students’ progress, they may recognise shortfalls in their own assessment skills. These perceived growth areas may be productive targets for future professional learning. To quantify any discrepancie...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Taylor & Francis Group
2023-12-01
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| Series: | Cogent Education |
| Subjects: | |
| Online Access: | https://www.tandfonline.com/doi/10.1080/2331186X.2023.2234065 |