Knowledge, skills, and attitudes of preservice and inservice teachers in educational measurement

Alkharusi, Hussain; Kazem, Ali Mahdi; Al-Musawai, Ali

doi:10.1080/1359866x.2011.560649

Cited by 59 publications

(50 citation statements)

References 17 publications

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“…The educational assessment profile varied as a function of the selected demographic and background variables. These results add support to the existing literature on classroom assessment (e.g., Alkharusi 2011aAlkharusi , 2011bAlkharusi , 2011cAlkharusi et al, 2011;Alkharusi et al, 2012;Arce-Ferrer et al, 2001;Alsarimi, 2000;DeLuca & Klinger, 2010;Lyon, 2011;Mertler, 2003;Mertler & Campbell, 2005;Ogan-Bekiroglu, 2009;Plake & Impara, 1992;Zhang & Burry-Stock, 2003).…”

Section: Discussionsupporting

confidence: 76%

“…5;2014 119 246 third preparatory science teachers from 112 schools in Oman, Alsarimi (2000) found that teachers indicated using short answer, completion, oral exams, extended answer, and multiple-choice item formats with no significant differences based on teacher's gender and years of teaching experience. Likewise, in a study of assessment knowledge, skills, and attitudes of 217 in-service teachers in Oman, Alkharusi et al (2011) found that teachers who had a pre-service course in educational assessment demonstrated on average a higher level of educational assessment knowledge than those who did not have a pre-service assessment course.…”

Section: Omani Studies On Teachers' Assessmentmentioning

confidence: 99%

“…A variety of methods are used by the teachers in their daily classroom assessment including traditional assessments such as multiple-choice, true-false, matching, completion, and short-answer; and alternative assessments such as portfolios, student self-assessment, observations, and other performance-based assessments (Gronlund, 2006). The quality of these assessments and their consequences on teaching and learning depends on teachers' competence and knowledge in the educational assessment (Alkharusi, 2011b(Alkharusi, , 2011dAlkharusi, Kazem, & Al-Musawai, 2011).…”

Section: Teachers' Assessment Competence and Knowledgementioning

confidence: 99%

“…This part of the questionnaire consisted of 28 items from the Arabic version of the Plake and Impara's (1992) Teacher Assessment Literacy Questionnaire (Alkharusi et al, 2011). It assesses teachers' knowledge and understanding of the basic principles of the educational assessment practices, terminology, development, and use of various classroom assessment methods.…”

Section: Knowledge In Educational Assessmentmentioning

confidence: 99%

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Educational Assessment Profile of Teachers in the Sultanate of Oman

Alkharusi¹,

Aldhafri²,

Alnabhani³

et al. 2014

IES

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This study builds on a previous pilot study conducted by Alkharusi, Aldhafri, Alnabhani, and Alkalbani (2012) to explore educational assessment attitudes, competence, knowledge, and practices of in-service teachers in the Sultanate of Oman. The present study extends the previous pilot study by surveying a larger sample of in-serivce teachers teaching grades 5 to 12 in all educational governorates in the Sultanate of Oman as opposed to 165 in-service teachers teaching grades 5 to 10 in one educational governorate. Specifically, the study aimed at developing a profile of educational assessment attitudes, competence, knowledge, and practices for teachers in the Sultanate of Oman. The profile was developed as a function of teachers' gender, nationality, educational governorate, teaching grade, qualification, teaching subject, pre-service assessment training, in-service assessment training, teaching load, and teaching experience. The study employed a descriptive survey research design. Participants were 3557 in-service teachers teaching various subject areas in grades 5 to 12 randomly selected from all educational governorates in the Sultanate of Oman. Confirming Alkharusi et al. (2012) study, findings of the current study showed that the teachers tended to have a positive attitude towards educational assessment. Despite their perception as being competent in educational assessment, they demonstrated a low level of the educational assessment knowledge. Further, the teachers indicated using different classroom assessments mainly for grading and increasing students' desire for learning. Teaching load and teaching experience explained some of the differences in the teachers' educational assessment profile. Also, the educational assessment profile varied as a function of the selected demographic and background variables. The findings pointed to a conclusion that professional educational assessment programs for teachers should be continued and tailored to the needs and nature of the teachers' classroom realities. Future research is needed to judge the validity of the teachers' self-report surveys concerning educational assessment.

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Section: Discussionsupporting

confidence: 76%

Section: Omani Studies On Teachers' Assessmentmentioning

confidence: 99%

Section: Teachers' Assessment Competence and Knowledgementioning

confidence: 99%

Section: Knowledge In Educational Assessmentmentioning

confidence: 99%

See 2 more Smart Citations

Educational Assessment Profile of Teachers in the Sultanate of Oman

Alkharusi¹,

Aldhafri²,

Alnabhani³

et al. 2014

IES

Self Cite

View full text Add to dashboard Cite

show abstract

“…Volante and Fazio (2007) concluded after studying PTSs' assessment literacy over several years that the PSTs longed for practical knowledge about assessment, which would likely bolster their self-efficacy. Likewise, Talanquer, Tomanek, and Novodvorksky (2013) recommended teacher educators provide PSTs with increased practice opportunities related to student thinking and performance, as PSTs who participated in a field experience during their assessment course scored significantly higher on assessment knowledge, skills, and attitude than their counterparts who did not have a practicum (Alkharusi, et al, 2011). Having opportunities to apply assessment principles in authentic contexts appears to improve PSTs' assessment knowledge, skills, and attitude (Alkharusi, et al, 2011).…”

Section: Review Of Literaturementioning

confidence: 99%

Pre-Service Teachers’ Assessment of 7th-Grade Students’ Social Studies Learning

Anderson

Mathys

Mills

2014

JCT

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The purpose of this study was to examine how 52 pre-service teachers (PSTs) assessed 7 th -grade students' learning of social studies lessons they planned and taught. The PSTs provided assessment artifacts on 312 students, along with explanations for how they assessed and graded each student. Of the 429 coded assessment explanations, 240 (56%) related directly to students' social studies achievement, 141 (33%) related to non-achievement factors, and 48 (11%) related to achievement factors not connected with social studies. Consistent with previous research on the assessment practices of in-service teachers, the pre-service teachers in this study used a combination of student achievement, effort, behavior, and ability to make their grading judgments. Assessment of student learning is taking a greater role in education today, and much of the burden for helping new teachers to improve their assessment practices will fall on teacher educators, who should integrate explicit coursework on assessment with authentic field experiences for PSTs to practice planning and teaching lessons, as well as assessing and grading students.

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Exploring Assessment Literacy of Tertiary-Level Teachers in Bangladesh

Khan¹

2022

Local Research and Glocal Perspectives in English Language Teaching

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Knowledge, skills, and attitudes of preservice and inservice teachers in educational measurement

Cited by 59 publications

References 17 publications

Educational Assessment Profile of Teachers in the Sultanate of Oman

Educational Assessment Profile of Teachers in the Sultanate of Oman

Pre-Service Teachers’ Assessment of 7th-Grade Students’ Social Studies Learning

Exploring Assessment Literacy of Tertiary-Level Teachers in Bangladesh

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