Effectiveness of the Proposed Training Formative Assessment Programme and Its Impact on Teaching Style Improvements of Saudi Science Teachers in Saudi Arabia

Autor/in	Alanazi, Fayadh Hamed
Titel	Effectiveness of the Proposed Training Formative Assessment Programme and Its Impact on Teaching Style Improvements of Saudi Science Teachers in Saudi Arabia
Quelle	In: Journal of Turkish Science Education, 14 (2017) 1, S.35-56 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Formative Evaluation; Program Effectiveness; Elementary School Teachers; Science Teachers; Comparative Analysis; Science Instruction; Faculty Development; Foreign Countries; Performance Based Assessment; Teacher Student Relationship; Teacher Attitudes; Teacher Collaboration; Educational Objectives; Saudi Arabia + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Science; Science teacher; Wissenschaft; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Ausland; Leistungsermittlung; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrerverhalten; Lehrerkooperation; Educational objective; Bildungsziel; Erziehungsziel; Saudi-Arabien
Abstract	This work investigates the effects associated with training initiatives consistent with formative assessment to enhance teaching among science teachers in Saudi primary schools. The programme comprised training sessions that were ongoing for a period of two months, which emphasised the strategic skills of adopting the formative assessment. The researcher adopted an experimental approach centred on the design of the control and experimental groups to establish the overall efficiency of the suggested training programme in the development of knowledge among teachers in the field of formative assessment strategy skills. The sample comprised 33 primary school science teachers who were based in Sakaka in the Al-Jouf region; the sample was randomly divided into an experimental group (16 teachers) and a control group (17 teachers). The findings indicate the success of the proposed program, in which the experimental group was more a function of the control group in the telemetric measurement. Moreover, classroom observations were applied by the researcher, in which the science teachers were assessed with the aim to determine whether a form of formative assessment was used following the completion of the programme. The findings suggest that the science teachers adopted various strategies of formative assessment, including sharing learning goals, open questions, assessment-based evidence, and teacher--child classroom dialogue. (As Provided).
Anmerkungen	Journal of Turkish Science Education. e-mail: editortused@gmail.com; Web site: https://www.tused.org/index.php/tused/home
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01