Literaturnachweis - Detailanzeige
| Autor/inn/en | Abualrob, Marwan M. A.; Al-Saadi, Said H. |
|---|---|
| Titel | Performance-Based Assessment: Approach and Obstacles by Higher-Elementary Science Teachers in Palestine |
| Quelle | In: Journal of Education and Learning, 8 (2019) 2, S.198-206 (9 Seiten)
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1927-5250 |
| Schlagwörter | Barriers; Performance Based Assessment; Science Teachers; Teacher Attitudes; Student Evaluation; Evaluation Methods; Science Achievement; Foreign Countries; Grade 9; Grade 10; Teaching Methods; Educational Practices; Palestine |
| Abstract | The study sought to identify the extent to which higher-elementary science teachers utilize the Performance-Based Assessment Approach. It further aimed at investigating the factors that hinder science teachers from using performance-based assessment in Palestine. The study data were collected by questionnaire administrated to 109 science teachers from 60 higher elementary schools. Semi-structured individual interviews were conducted with 14 science teachers. The findings indicate that Palestinian science teachers rarely utilize Performance-Based Assessment to assess their students' achievement. It was concluded that the selected science teachers have obstacles in implementing Performance-Based Assessment which was grouped into five categories. Recommendations were offered in light of the study findings. (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 |
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