Teachers' Perception and Practice of Continuous Assessment: Empirical evidence from Biology classes at High Schools in Some Selected locations in Eastern Ethiopia - Couverture souple

Kefyalew, Seble Bisart; S.Karippai (Prof.), Ranjan; Kebede (PhD), Tesfahun

 
9783639376449: Teachers' Perception and Practice of Continuous Assessment: Empirical evidence from Biology classes at High Schools in Some Selected locations in Eastern Ethiopia
Couverture souple
ISBN 10 : 3639376447 ISBN 13 : 9783639376449
Editeur : VDM Verlag Dr. Müller, 2011

Synopsis

This study is aimed at investigating the perception and practices of high school biology teachers on continuous assessment. The multiple linear regression model results revealed that the practice of continuous assessment was determined by various factors. Additional training, lecture method of teaching, additional incentives and plasma instruction had a significant influence on the practice of continuous assessment, where as class size, school facilities, performance level of students, job satisfaction and achievement motivation did not have a significant effect. With regard to the perception, the results revealed that most biology teachers viewed continuous assessment as an assessment strategy that is beyond testing though they do not use a variety of assessment techniques in their biology teaching. Moreover, the findings indicated that continuous assessment has not been fully practiced in high school biology teaching yet as desired. To overcome this, it was suggested that on the-job training about the concept and the methods of CA and incentives to biology teachers as a means of motivation should be given prior attention.

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Présentation de l'éditeur

This study is aimed at investigating the perception and practices of high school biology teachers on continuous assessment. The multiple linear regression model results revealed that the practice of continuous assessment was determined by various factors. Additional training, lecture method of teaching, additional incentives and plasma instruction had a significant influence on the practice of continuous assessment, where as class size, school facilities, performance level of students, job satisfaction and achievement motivation did not have a significant effect. With regard to the perception, the results revealed that most biology teachers viewed continuous assessment as an assessment strategy that is beyond testing though they do not use a variety of assessment techniques in their biology teaching. Moreover, the findings indicated that continuous assessment has not been fully practiced in high school biology teaching yet as desired. To overcome this, it was suggested that on the-job training about the concept and the methods of CA and incentives to biology teachers as a means of motivation should be given prior attention.

Biographie de l'auteur

The author was born on January 19, 1983 at Harar town in Harari Region, Ethiopia. She pursued her BEd degree in Biology in July 2005 and MEd in Biology Education in July 2008 at Haramaya University and working in the same university as a lecturer and researcher since September 2008.

Les informations fournies dans la section « A propos du livre » peuvent faire référence à une autre édition de ce titre.

Éditeur
VDM Verlag Dr. Müller
Date d'édition
2011
Langue
anglais
ISBN 10 
3639376447
ISBN 13 
9783639376449
Reliure
Broché
Nombre de pages
88
Coordonnées du fabricant
non disponible
Personne responsable
non disponible