Teachers' Self-Perceived Skills as the Function of Gender and Teaching Experiences in the Classroom Assessment: A Study in High Schools of South West Shewa Zone, Ethiopia

Autor/inn/en	Chalachew, Aemero Asmamaw; Terefe, Aschalew
Titel	Teachers' Self-Perceived Skills as the Function of Gender and Teaching Experiences in the Classroom Assessment: A Study in High Schools of South West Shewa Zone, Ethiopia
Quelle	In: International Journal of Progressive Education, 16 (2020) 1, S.11-24 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Chalachew, Aemero Asmamaw)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1554-5210
Schlagwörter	Foreign Countries; Teacher Attitudes; Gender Differences; Teaching Experience; High School Students; Student Evaluation; Test Construction; Scoring; Feedback (Response); Information Dissemination; Teacher Characteristics; Performance Based Assessment; Grading; Ethiopia + Suchen Sie Ihr Suchwort? Ausland; Lehrerverhalten; Geschlechterkonflikt; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schulnote; Studentische Bewertung; Testaufbau; Bewertung; Informationsverbreitung; Leistungsermittlung; Notengebung; Äthiopien
Abstract	This study was conducted to assess teachers' perceptions of classroom assessment as the function of gender and teaching experiences. To this end, the researchers employed a cross-sectional survey design collecting a survey data from 197 teachers selected from seven high schools using Zhang and Burry-Stock's (2003) modified assessment practice inventory questionnaire and an observation checklist developed by the researchers. The findings of the study revealed that there was a statistically significant gender difference only in communicating assessment results; t ([subscript 173]) = -6.557, p < 0.05. Also, there were statistically significant differences across service years in terms of constructing test items, F (2, 172) = 2907.04, p < 0.05; analyzing test results and test revisions, F (2, 172) = 121.401, p < 0.05; and communicating assessment results, F (2, 172) = 98.840, p < 0.05. Both in the self-perceived assessment and classroom observation results, female teachers' were found better than male teachers in communicating assessment results. Finally, conclusions and recommendations were forwarded based on the results of this study. (As Provided).
Anmerkungen	International Association of Educators. Available from: PEN Academic Publishing. e-mail: secretary@inased.org; e-mail: info@penpublishing.net; Web site: http://www.inased.org/ijpe.htm; Web site: http://ijpe.penpublishing.net/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01