Perspectives of Primary School Science Teachers, Supervisors and Parents towards Assessment for Learning
One of the major problems of the Continuous Assessment System (CAS) in elementary schools is that it assesses students' learning more than helping them improve their understanding and knowledge of scientific concepts and skills. It also does not assess their behavioral and social skills. This r...
| Main Authors: | , |
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| Format: | Article |
| Language: | Arabic |
| Published: |
Sultan Qaboos University
2015-01-01
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| Series: | Journal of Educational and Psychological Studies |
| Subjects: | |
| Online Access: | https://journals.squ.edu.om/index.php/jeps/article/view/899 |
| _version_ | 1818539970999091200 |
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| author | Iman O. AlAbdulkarim Suzan H. Omar |
| author_facet | Iman O. AlAbdulkarim Suzan H. Omar |
| author_sort | Iman O. AlAbdulkarim |
| collection | DOAJ |
| description | One of the major problems of the Continuous Assessment System (CAS) in elementary schools is that it assesses students' learning more than helping them improve their understanding and knowledge of scientific concepts and skills. It also does not assess their behavioral and social skills. This research aims to introduce assessment for learning, where the teacher gathers information about the student's current knowledge and skills then provides them with feedback to help them improve learning. The study consists of two parts: a survey of the science teachers, supervisors and parents' opinions in comparing the two assessment systems (tested for validity and stability). The second part was to apply assessment for learning in science classrooms by six teachers for a period not less than six weeks. Interviews were used to collect data and a new form of report card was proposed to assess student performance. Findings indicate significant differences between assessment for learning and CAS in favor of the former. The teachers noticed positive results in the knowledge and understanding of scientific concepts and skills of the students, and a marked improvement in social and behavioral skills. |
| first_indexed | 2024-12-11T21:49:11Z |
| format | Article |
| id | doaj.art-cc86109006b04d52bdc0feed3243d43c |
| institution | Directory Open Access Journal |
| issn | 2218-6506 2521-7046 |
| language | Arabic |
| last_indexed | 2024-12-11T21:49:11Z |
| publishDate | 2015-01-01 |
| publisher | Sultan Qaboos University |
| record_format | Article |
| series | Journal of Educational and Psychological Studies |
| spelling | doaj.art-cc86109006b04d52bdc0feed3243d43c2022-12-22T00:49:32ZaraSultan Qaboos UniversityJournal of Educational and Psychological Studies2218-65062521-70462015-01-0191547010.24200/jeps.vol9iss1pp54-70857Perspectives of Primary School Science Teachers, Supervisors and Parents towards Assessment for LearningIman O. AlAbdulkarim0Suzan H. Omar1King Saud University, kingdom of Saudi ArabiaKing Saud University, kingdom of Saudi ArabiaOne of the major problems of the Continuous Assessment System (CAS) in elementary schools is that it assesses students' learning more than helping them improve their understanding and knowledge of scientific concepts and skills. It also does not assess their behavioral and social skills. This research aims to introduce assessment for learning, where the teacher gathers information about the student's current knowledge and skills then provides them with feedback to help them improve learning. The study consists of two parts: a survey of the science teachers, supervisors and parents' opinions in comparing the two assessment systems (tested for validity and stability). The second part was to apply assessment for learning in science classrooms by six teachers for a period not less than six weeks. Interviews were used to collect data and a new form of report card was proposed to assess student performance. Findings indicate significant differences between assessment for learning and CAS in favor of the former. The teachers noticed positive results in the knowledge and understanding of scientific concepts and skills of the students, and a marked improvement in social and behavioral skills.https://journals.squ.edu.om/index.php/jeps/article/view/899Continuous assessment, assessment for learning, science education. |
| spellingShingle | Iman O. AlAbdulkarim Suzan H. Omar Perspectives of Primary School Science Teachers, Supervisors and Parents towards Assessment for Learning Journal of Educational and Psychological Studies Continuous assessment, assessment for learning, science education. |
| title | Perspectives of Primary School Science Teachers, Supervisors and Parents towards Assessment for Learning |
| title_full | Perspectives of Primary School Science Teachers, Supervisors and Parents towards Assessment for Learning |
| title_fullStr | Perspectives of Primary School Science Teachers, Supervisors and Parents towards Assessment for Learning |
| title_full_unstemmed | Perspectives of Primary School Science Teachers, Supervisors and Parents towards Assessment for Learning |
| title_short | Perspectives of Primary School Science Teachers, Supervisors and Parents towards Assessment for Learning |
| title_sort | perspectives of primary school science teachers supervisors and parents towards assessment for learning |
| topic | Continuous assessment, assessment for learning, science education. |
| url | https://journals.squ.edu.om/index.php/jeps/article/view/899 |
| work_keys_str_mv | AT imanoalabdulkarim perspectivesofprimaryschoolscienceteacherssupervisorsandparentstowardsassessmentforlearning AT suzanhomar perspectivesofprimaryschoolscienceteacherssupervisorsandparentstowardsassessmentforlearning |