Development of the evaluative activities of teachers in the conditions of updated education

Abstract

The aim of this research is to reveal the opinions of teachers about the development of assessment activities in updated educational conditions. The study was conducted with the phenomenology pattern, one of the qualitative research designs. The study data were collected with semi-structured interview forms applied to primary, secondary and high school teachers. The participants of the study consisted of 20 primary school teachers, 20 secondary school teachers and 20 high school teachers who were working in various schools in Kazakhstan in the 2021–2022 academic year and agreed to participate voluntarily in the research. As a result of the research, among the answers given to the question about the advantages of online education – financial advantages, time advantages and transportation advantages – the majority of the participants answered the question as financial advantages. Among the answers given to the question about the disadvantages of online education – adaptation problems, problems in social relationships and connection problems – the majority of the participants answered the question as connection problems. Among the answers given to the question about the advantages of evaluation activities in online education – speed–time advantages, storage advantages and alternative methods’ advantages – the majority of the participants answered the question speed–time advantages. Among the answers given to the question about the disadvantages of assessment activities in online education – connection problems, cheating and distractions – most of the participants answered cheating. Among the answers given to the question regarding the development of assessment activities in online education – improving technology, establishing a counselling unit and preventing copying – majority of the participants answered the question as improving technology.
 Keywords: online education training, assessment, development of assessment

Exploration the skills of teachers: Implementation technological pedagogical content knowledge

“…TCK, skills and knowledge of digital technology and knowledge of the field of study or learning materials; TPK, skills and knowledge of digital technology and knowledge of learning processes and strategies; and TPCK, skills and knowledge of digital technology, knowledge of learning processes and strategies and knowledge of the field of study or learning materials. Istiningsih (2020) stated that by training TPACK to teachers, it will have a positive impact on teachers, namely teachers are able to solve problems that arise during online learning activities, provide authentic assessments in learning, improve teacher skills can using technology in the 21st century, where the use of TPACK has nothing to do with gender differences (Cahyani et al, 2021;Istiningsih, 2022;Septiyanti, et al, 2020;Tashbolatovna et al, 2022). This finding is also supported by several research results, namely science teachers have a skill level in applying TPACK in teaching science, improving the quality of teaching in the classroom, increasing HOTs, increasing scientific literacy students, creating an effective, fun, interesting and creative learning environment (Dais et al, 2020;Dinara et al, 2022;Ella, 2019;Hartati et al, 2019;Joseline et al, 2021;Leni et al, 2021;Sarjoni et al, 2019).…”