Primary school teachers’ assessment for learning practice for students’ learning improvement

Abstract

Assessment for learning practice and learning improvement are the two vital variables in this study. This article explores primary school teachers’ assessments for learning practices for student learning improvement. The participants (n = 242) were selected through a cluster random sampling techniques for a questionnaire survey from the target primary schools to meet the research objective of this study. Among the total participants 15 teachers for an in-depth interview, and five for informal conversations were randomly selected through purposive sampling. The data collected through closed-ended questionnaire were analyzed using mean, standard deviation, analysis of variance and post-hoc methods. To analyze the qualitative data acquired through interview and informal conversation, thematic verbal descriptions were employed. Conversely, the findings indicated that the primary school teachers had highly positive classroom environments practice, moderate positive learning intentions and success, feedback in assessment practices, and self- and peer-assessment practices toward learning assessment. Although, the findings from the quantitative data showed that the primary school teachers had high and moderate assessments for learning practice, the interviews revealed that they had low confidence in learning practice assessments owing to challenges faced during practice. These overall challenges relate to transparency, experience, training, school problems, and preference reliance. Finally, based on the study’s implications, recommendations are made for future directions of studies that will allow better comprehension of the assessment for learning practice in relation to the students’ learning improvement.

Pengetahuan, Kemahiran dan Sikap Guru Sejarah Terhadap Pelaksanaan Ujian Akhir Sesi Akademik

“…Pentaksiran adalah sebahagian daripada aktiviti bilik darjah yang bertujuan untuk menilai dan membantu murid meningkatkan tahap pencapaian (Gebremariam & Gedamu, 2023). Pentaksiran melibatkan pemerolehan bukti melalui penyoalan seperti ujian dan tinjauan.…”

Teacher-Students Collaboration: Using Guided-Writing Instruction to Assist Learners with Writing Difficulties and Low Motivation to Write

“…Two things become apparent from previous research traditions. Firstly, there is a misconception regarding the importance of writing skills (Elkhayma, 2020; Gebremariam & Gedamu, 2023). Secondly, a variety of language education instructions and motivation to write have an effect on learning writing (Fareed et al, 2016).…”

“…Primary school typically lasts for 6 years, lower secondary for 4 years, and upper secondary for 2 years. In rural areas, primary school is often taught in the native language of the community (Eigbiremolen, 2020; Ethiopia Education and Training Roadmap, 2020; Gebremariam & Gedamu, 2022, 2023). In regional and federal cities, as well as some private schools, the medium of instruction may vary depending on the situation and individual preferences.…”