Teachers’ classroom assessment and grading practices
نویسندگان
چکیده
منابع مشابه
EFL Teachers’ Beliefs and their Actual Classroom Practices: Any Difference?
The present study investigated the possible difference between EFL teachers’ beliefs and their actual classroom practices. To this end, 210 Iranian EFL teachers (103 teachers from high schools and 107 from language institutes) participated in the study. The 45-item Likert-scale Beliefs About Language Learning Inventory (BALLI) developed originally by Horwitz, (1985) and validated by Kasraee Nej...
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In the 21 st century, learners will need a different set of life skills and competencies in order to be successful in life, and at the same time contribute positively to society at large. In equipping learners with the necessary skills and attitudes, teachers play a pivotal role. They are the gatekeepers of the curriculum (Eisner, 2002) and inevitably they transmit values in the course of their...
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The use of classroom assessment is strongly supported to promote student learning. However, assessment for promoting learning is not yet widely used. On the contrary, summative assessments are emphasized and teachers continue to use classroom assessments primarily for grading students. Teachers' attitude and beliefs about students provide foundation for their philosophy of teaching. Teachers en...
متن کاملParticipatory Evaluation and Grading: Experiencing with Teachers
In this paper we describe: a) the participatory evaluation and grading (PG/E) method principles and algorithm that has been implemented within the on-line learning environment LIFE in two, untrusted (UPG/E) and trusted (TPG/E), versions; b) the outcomes of its use as part of the activities carried on to retrain K12 and high school teachers. The analysis of the outcomes of this case study prelim...
متن کاملEffects of Classroom Assessment Practices on Students’ Achievement Goals
This study examined the effects of classroom assessment practices on students’ achievement goals. The study included 1,636 ninth grade students and 83 science teachers from Muscat public schools in Oman. Results from hierarchical linear modeling techniques showed that class contextual features and teachers’ teaching experiences and assessment practices interacted significantly with students’ ch...
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ژورنال
عنوان ژورنال: SHS Web of Conferences
سال: 2018
ISSN: 2261-2424
DOI: 10.1051/shsconf/20184200052