Assessment of Teacher Perceived Skill in Classroom Assessment Practices Using IRT Models

Autor/in	Koloi-Keaikitse, Setlhomo
Titel	Assessment of Teacher Perceived Skill in Classroom Assessment Practices Using IRT Models
Quelle	In: Cogent Education, 4 (2017) 1, Artikel 1281202 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2331-186X
DOI	10.1080/2331186X.2017.1281202
Schlagwörter	Item Response Theory; Classroom Techniques; Teaching Skills; Teacher Competencies; Educational Practices; Test Construction; Elementary Secondary Education; Teacher Surveys; Student Evaluation; Foreign Countries; Questionnaires; Elementary School Teachers; Secondary School Teachers; Goodness of Fit; Statistical Analysis; Factor Analysis; Botswana + Suchen Sie Ihr Suchwort? Item-Response-Theorie; Klassenführung; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Lehrkunst; Bildungspraxis; Testaufbau; Schulnote; Studentische Bewertung; Ausland; Fragebogen; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Statistische Analyse; Faktorenanalyse
Abstract	The purpose of this study was to assess teacher perceived skill in classroom assessment practices. Data were collected from a sample of (N = 691) teachers selected from government primary, junior secondary, and senior secondary schools in Botswana. Item response theory models were used to identify teacher response on items that measured their self-perceived skill in classroom assessment practices. Results of the study showed that generally teachers felt more skilled in test construction than other practices such as using classroom assessment results to make informed decisions in their teaching and learning process. Implications of these findings for policy makers and school managers are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01