Assessment of teacher perceived skill in classroom assessment practices using IRT Models
The purpose of this study was to assess teacher perceived skill in classroom assessment practices. Data were collected from a sample of (N = 691) teachers selected from government primary, junior secondary, and senior secondary schools in Botswana. Item response theory models were used to identify t...
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| Format: | Article |
| Language: | English |
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Taylor & Francis Group
2017-01-01
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| Series: | Cogent Education |
| Subjects: | |
| Online Access: | http://dx.doi.org/10.1080/2331186X.2017.1281202 |
| _version_ | 1827841455214821376 |
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| author | Setlhomo Koloi-Keaikitse |
| author_facet | Setlhomo Koloi-Keaikitse |
| author_sort | Setlhomo Koloi-Keaikitse |
| collection | DOAJ |
| description | The purpose of this study was to assess teacher perceived skill in classroom assessment practices. Data were collected from a sample of (N = 691) teachers selected from government primary, junior secondary, and senior secondary schools in Botswana. Item response theory models were used to identify teacher response on items that measured their self-perceived skill in classroom assessment practices. Results of the study showed that generally teachers felt more skilled in test construction than other practices such as using classroom assessment results to make informed decisions in their teaching and learning process. Implications of these findings for policy makers and school managers are discussed. |
| first_indexed | 2024-03-12T07:51:34Z |
| format | Article |
| id | doaj.art-40e9901706404f8b8c6c205d060a8ac8 |
| institution | Directory Open Access Journal |
| issn | 2331-186X |
| language | English |
| last_indexed | 2024-03-12T07:51:34Z |
| publishDate | 2017-01-01 |
| publisher | Taylor & Francis Group |
| record_format | Article |
| series | Cogent Education |
| spelling | doaj.art-40e9901706404f8b8c6c205d060a8ac82023-09-02T20:33:47ZengTaylor & Francis GroupCogent Education2331-186X2017-01-014110.1080/2331186X.2017.12812021281202Assessment of teacher perceived skill in classroom assessment practices using IRT ModelsSetlhomo Koloi-Keaikitse0University of BotswanaThe purpose of this study was to assess teacher perceived skill in classroom assessment practices. Data were collected from a sample of (N = 691) teachers selected from government primary, junior secondary, and senior secondary schools in Botswana. Item response theory models were used to identify teacher response on items that measured their self-perceived skill in classroom assessment practices. Results of the study showed that generally teachers felt more skilled in test construction than other practices such as using classroom assessment results to make informed decisions in their teaching and learning process. Implications of these findings for policy makers and school managers are discussed.http://dx.doi.org/10.1080/2331186X.2017.1281202teacher perceived skill in classroom assessmentassessment practicesteachers self-perceived skillsitem response patternsitem response theorygraded response models |
| spellingShingle | Setlhomo Koloi-Keaikitse Assessment of teacher perceived skill in classroom assessment practices using IRT Models Cogent Education teacher perceived skill in classroom assessment assessment practices teachers self-perceived skills item response patterns item response theory graded response models |
| title | Assessment of teacher perceived skill in classroom assessment practices using IRT Models |
| title_full | Assessment of teacher perceived skill in classroom assessment practices using IRT Models |
| title_fullStr | Assessment of teacher perceived skill in classroom assessment practices using IRT Models |
| title_full_unstemmed | Assessment of teacher perceived skill in classroom assessment practices using IRT Models |
| title_short | Assessment of teacher perceived skill in classroom assessment practices using IRT Models |
| title_sort | assessment of teacher perceived skill in classroom assessment practices using irt models |
| topic | teacher perceived skill in classroom assessment assessment practices teachers self-perceived skills item response patterns item response theory graded response models |
| url | http://dx.doi.org/10.1080/2331186X.2017.1281202 |
| work_keys_str_mv | AT setlhomokoloikeaikitse assessmentofteacherperceivedskillinclassroomassessmentpracticesusingirtmodels |