Educational Assessment Attitudes, Competence, Knowledge, and Practices: An Exploratory Study of Muscat Teachers in the Sultanate of Oman

Autor/inn/en	Alkharusi, Hussain; Aldhafri, Said; Alnabhani, Hilal; Alkalbani, Muna
Titel	Educational Assessment Attitudes, Competence, Knowledge, and Practices: An Exploratory Study of Muscat Teachers in the Sultanate of Oman
Quelle	In: Journal of Education and Learning, 1 (2012) 2, S.217-232 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-5250
Schlagwörter	Foreign Countries; Student Evaluation; Teacher Attitudes; Grade 5; Grade 6; Grade 7; Grade 8; Grade 9; Grade 10; Teacher Surveys; Attitude Measures; Evaluation Methods; Gender Differences; Intellectual Disciplines; Faculty Workload; Teaching Experience; Faculty Development; Knowledge Level; Teacher Competencies; Questionnaires; Statistical Analysis; Likert Scales; Multivariate Analysis; Oman + Suchen Sie Ihr Suchwort? Ausland; Schulnote; Studentische Bewertung; Lehrerverhalten; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Geschlechterkonflikt; Geisteswissenschaften; Wissensbasis; Lehrkunst; Fragebogen; Statistische Analyse; Likert-Skala; Multivariate Analyse
Abstract	Educational assessment can be a powerful tool in enhancing classroom instruction and student performance. Yet, its effectiveness relies on the beliefs and knowledge of those who apply it on a daily classroom basis. This study explored attitudes, competence, knowledge, and practices of teachers about educational assessment. Participants were 165 in-service teachers teaching various subject areas in grades 5 to 10 randomly selected from Muscat educational governorate in the Sultanate of Oman. The study employed a descriptive survey research design. Results revealed that although teachers held a favorable attitude towards and perceived themselves as being competent in educational assessment, they demonstrated a low level of knowledge in educational assessment. Teachers used a variety of assessments in the classroom primarily for assigning grades and motivating students to learn, with some variations by gender, grade level, and subject area. Teaching load and teaching experience accounted for some of the variations in teachers' educational assessment practices. Implications for professional development of teachers in educational assessment as well as recommendations for future research were discussed. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: jel@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/jel
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01