ESL Teachers and Diagnostic Assessment: Perceptions and Practices

Jimola, Folasade Esther; Ofodu, Graceful Onovughe

doi:10.4312/elope.16.2.33-48

Cited by 5 publications

(2 citation statements)

References 16 publications

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“…Similar to this study, Jaoua et al (2022) found that teachers' practice of assessment is statistically the same irrespective of their gender and experience. Contrarily, studies of Jimola and Ofodu (2019), Beck and Nunnaley (2021), Gordon et al (2022) and Rojabi (2021) revealed that demographics may influence teacher assessment practices. The studies revealed female teachers tending to practice classrooms better than male teachers.…”

Section: Resultsmentioning

confidence: 99%

Impact of Socio-Demographic Variables of Basic Level Teachers’ School-Based Assessment Practices in Jasikan Municipality, Ghana

Kwadjo Kudjordji,

Narh-Kert,

Brains Budu

et al. 2023

EAJESS

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This study investigated whether socioeconomic variables influence teachers' practices in the School-Based Assessment (SBA) and their associated challenges. A quantitative research approach using the descriptive and cross-sectional design was employed and 273 teachers were sampled using the stratified random sampling in the Jasikan Municipality of the Oti Region of Ghana. Data was collected through a questionnaire and analyzed through the independent sample t-test and One-way ANOVA. The results showed no significant difference in SBA practices, roles and challenges among teachers based on gender, age, educational qualification, years of teaching experience and class level. Based on these findings, it is recommended that the Ghana Education Service should provide the necessary logistics, such as SBA record books to support teachers' implementation of the policy. Additionally, teachers should be motivated through incentives, promotions and praises to continue playing their key roles effectively as facilitators of the SBA.

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Section: Resultsmentioning

confidence: 99%

Impact of Socio-Demographic Variables of Basic Level Teachers’ School-Based Assessment Practices in Jasikan Municipality, Ghana

Kwadjo Kudjordji,

Narh-Kert,

Brains Budu

et al. 2023

EAJESS

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“…In their study, Ofem et al, did not utilize a developed and validated diagnostic test in their diagnostic assessment; rather certain questions were posed to the students to gather data on the extent of intellectual accomplishment and not for identifying students' weak learning points. Jimola and Ofodu (2019) explored teachers' attitudes and utilization of diagnostic assessment techniques and also investigated the factors influencing teachers' knowledge of assessment practices. The results showed that all 50 (100%) of the teachers do not use questionnaire for diagnostic assessment, while 40 (80%) use oral interviews for this purpose.…”

Section: Introductionmentioning

confidence: 99%

Utilization of Cognitive Diagnostic Assessment (CDA) As A Feedback Tool by Secondary School Teachers in Maiduguri Metropolis, Borno State

Abani¹,

Jidda²,

Gazali³

2022

kje

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The study determined the utilization of cognitive diagnostic assessment (CDA) as a tool for feedback among secondary school teachers in Maiduguri Metropolis, Borno State. The objectives of the study were to determine level of utilization of cognitive diagnostic assessment as a tool for feedback among secondary school teachers and if there are statistically significant differences in the level of utilization among teachers of secondary schools due to the variables of academic qualification, years of experience and gender. The study used exploratory survey research design to obtain data for the study. The target population for this study was all secondary school teachers in Maiduguri metropolis, Borno state. There were 3,170 secondary school teachers within the metropolis as at May, 2021. The sample for the study was one hundred and eighty-five teachers randomly sampled. The instrument for data collection was a researcher designed questionnaire consisting of 19 items. The Cronbach’s Alpha reliability of the instrument was .75. The instrument was administered to the teachers in their offices and was collected on the same day. Percentage and frequency count were used to analyze data on the level of utilization of cognitive diagnostic assessment as a feedback tool by teachers while Krustal-Wallis Test Chi-Square was used to analyze data on differences in utilization of cognitive diagnostic assessment among teachers by academic qualification and years of experience. Data on gender difference in utilization of cognitive diagnostic assessment as among teachers was analysed by means of t-test of independent samples. Results on level of utilization of cognitive diagnostic assessment indicate a high level of utilization among teachers. On difference in utilization of cognitive diagnostic assessment the study found no significant differences among teachers by academic qualifications and years of experience. The result however indicates a significant gender difference in utilization of cognitive diagnostic assessment among teachers in favour of females.

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Afghan English teachers’ and students’ perceptions of formative assessment: A comparative analysis

2022

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ESL Teachers and Diagnostic Assessment: Perceptions and Practices

Cited by 5 publications

References 16 publications

Impact of Socio-Demographic Variables of Basic Level Teachers’ School-Based Assessment Practices in Jasikan Municipality, Ghana

Impact of Socio-Demographic Variables of Basic Level Teachers’ School-Based Assessment Practices in Jasikan Municipality, Ghana

Utilization of Cognitive Diagnostic Assessment (CDA) As A Feedback Tool by Secondary School Teachers in Maiduguri Metropolis, Borno State

Afghan English teachers’ and students’ perceptions of formative assessment: A comparative analysis

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