Primary school teachers’ conceptions and practices of assessment and their Relationships
While much is known about assessment, a study examining the conceptions that teachers hold and its relation with their practices in mathematics classrooms is crucial for educators and needs further investigation. This cross-sectional survey study examined teachers’ conceptions and practices of class...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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Taylor & Francis Group
2022-12-01
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| Series: | Cogent Education |
| Subjects: | |
| Online Access: | https://www.tandfonline.com/doi/10.1080/2331186X.2022.2090185 |
| _version_ | 1797761047095934976 |
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| author | Melaku Takele Wudu Melese |
| author_facet | Melaku Takele Wudu Melese |
| author_sort | Melaku Takele |
| collection | DOAJ |
| description | While much is known about assessment, a study examining the conceptions that teachers hold and its relation with their practices in mathematics classrooms is crucial for educators and needs further investigation. This cross-sectional survey study examined teachers’ conceptions and practices of classroom assessment and the relationships between them. Data were collected using a questionnaire from 228 mathematics teachers who were randomly selected from 98 primary schools. The result revealed that teachers mostly agreed to accountability and improvement conceptions and slightly agreed to the irrelevance conception of assessment. They also practiced mixed and different assessment types though they were focused practicing more on the assessment of learning. The moderate and positive relationship found between teachers’ assessment conceptions and practices (subgroups) revealed that the conceptions that teachers have about classroom assessment influenced their practices and it can account for only 27.3% of the variation in their practices. The study suggests that teachers practiced assessment consistent with their conceptions. |
| first_indexed | 2024-03-12T19:07:20Z |
| format | Article |
| id | doaj.art-89e80f393c994865ae562ac2447b6eb2 |
| institution | Directory Open Access Journal |
| issn | 2331-186X |
| language | English |
| last_indexed | 2024-03-12T19:07:20Z |
| publishDate | 2022-12-01 |
| publisher | Taylor & Francis Group |
| record_format | Article |
| series | Cogent Education |
| spelling | doaj.art-89e80f393c994865ae562ac2447b6eb22023-08-02T06:09:17ZengTaylor & Francis GroupCogent Education2331-186X2022-12-019110.1080/2331186X.2022.2090185Primary school teachers’ conceptions and practices of assessment and their RelationshipsMelaku Takele0Wudu Melese1Department of Teacher Education and Curriculum Studies, Jimma University, Jimma, EthiopiaDepartment of Teacher Education and Curriculum Studies, Jimma University, Jimma, EthiopiaWhile much is known about assessment, a study examining the conceptions that teachers hold and its relation with their practices in mathematics classrooms is crucial for educators and needs further investigation. This cross-sectional survey study examined teachers’ conceptions and practices of classroom assessment and the relationships between them. Data were collected using a questionnaire from 228 mathematics teachers who were randomly selected from 98 primary schools. The result revealed that teachers mostly agreed to accountability and improvement conceptions and slightly agreed to the irrelevance conception of assessment. They also practiced mixed and different assessment types though they were focused practicing more on the assessment of learning. The moderate and positive relationship found between teachers’ assessment conceptions and practices (subgroups) revealed that the conceptions that teachers have about classroom assessment influenced their practices and it can account for only 27.3% of the variation in their practices. The study suggests that teachers practiced assessment consistent with their conceptions.https://www.tandfonline.com/doi/10.1080/2331186X.2022.2090185accountabilityassessment conceptionsassessment practicesmathematics teachersprimary school |
| spellingShingle | Melaku Takele Wudu Melese Primary school teachers’ conceptions and practices of assessment and their Relationships Cogent Education accountability assessment conceptions assessment practices mathematics teachers primary school |
| title | Primary school teachers’ conceptions and practices of assessment and their Relationships |
| title_full | Primary school teachers’ conceptions and practices of assessment and their Relationships |
| title_fullStr | Primary school teachers’ conceptions and practices of assessment and their Relationships |
| title_full_unstemmed | Primary school teachers’ conceptions and practices of assessment and their Relationships |
| title_short | Primary school teachers’ conceptions and practices of assessment and their Relationships |
| title_sort | primary school teachers conceptions and practices of assessment and their relationships |
| topic | accountability assessment conceptions assessment practices mathematics teachers primary school |
| url | https://www.tandfonline.com/doi/10.1080/2331186X.2022.2090185 |
| work_keys_str_mv | AT melakutakele primaryschoolteachersconceptionsandpracticesofassessmentandtheirrelationships AT wudumelese primaryschoolteachersconceptionsandpracticesofassessmentandtheirrelationships |