Teachers` Perceptions of Classroom Assessment Skills and Literacy: An Inquiry to the Teachers of Teachers


Ocampo-Azarcon, Vol. 1, No. 1, pp. 91-99, Sep. 2017
10.22662/IJEMR.2017.1.1.091, Full Text:
Keywords: classroom assessment, assessment skill, literacy, perception, teacher education

Abstract

"Background/Objectives: The need to be skillful in assessing student performance and learning is a must for a teacher. Methods/Statistical analysis: The objectives of this study are (1) to explore the classroom assessment skills of the participants as a sequel to an earlier study wherein the findings revealed that graduates of the Teacher Education program has a weak classroom assessment skills and literacy; and (2) to find out if the teachers of the graduates are also generally weak in assessment skills and literacy. The participants of the study were the 68 faculty members of the Bulacan State University College of Education. The study was done quantitatively and qualitatively. Findings: Findings revealed that age, educational attainment and teaching experiences have a significant relationship to the teachers’ assessment skills and literacy but is not significant with gender. Improvements/Applications: The result of the study shed light for some implications and reform in the teacher education curriculum and professional development. "


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Cite this article
[APA Style]
Ocampo-Azarcon (2017). Teachers` Perceptions of Classroom Assessment Skills and Literacy: An Inquiry to the Teachers of Teachers. International Journal of Emerging Multidisciplinary Research, 1(1), 91-99. DOI: 10.22662/IJEMR.2017.1.1.091.

[IEEE Style]
Ocampo-Azarcon, "Teachers` Perceptions of Classroom Assessment Skills and Literacy: An Inquiry to the Teachers of Teachers," International Journal of Emerging Multidisciplinary Research, vol. 1, no. 1, pp. 91-99, 2017. DOI: 10.22662/IJEMR.2017.1.1.091.

[ACM Style]
Ocampo-Azarcon. 2017. Teachers` Perceptions of Classroom Assessment Skills and Literacy: An Inquiry to the Teachers of Teachers. International Journal of Emerging Multidisciplinary Research, 1, 1, (2017), 91-99. DOI: 10.22662/IJEMR.2017.1.1.091.