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Perception of teachers about classroom assessment and self-perceive of teachers' competency in classroom assessment

Arulappen, Daisy Rani (2013) Perception of teachers about classroom assessment and self-perceive of teachers' competency in classroom assessment. Masters thesis, Universiti Teknologi Malaysia, Faculty of Education.

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This study investigated on teachers’ perception about classroom assessment and self-perceive of teachers’competency in classroom assessment. Purpose of this study is to find out significant mean differences between teachers’ competency in classroom assessment based on academic qualification, professional qualification, experience in teaching, experience in constructing classroom assessment and experience in attending assessment related courses. A total 367 teachers were drawn from Johor Bahru District secondary schools using sampling frame provided by Johor Bahru district education Office to be the respondents of the study. Sample size of this study was selected using formula to determine sample size as suggested by Israel. Reseacher has used random sampling to select respondents for the study. The study used a questionnaire which has Alpha Cronbach value 0.95 to establish teachers’ perceptions about classroom assessment and Alpha Cronbach value 0.85 for self-evaluation of teachers’competency in constructing classroom assessment. Part A of the questionnaire contained 8 items related to demography of the respondents. Part B(i) consists of 15 items related to teachers’perception about classroom assessment answered by respondents using agreement type Likert Scale and Part B (ii), consists 40 items about self-evaluation of teachers’competency in constructing classroom assessment answered by the respondents using frequency type Likert scale. Research question 1 and 2 were answered using descriptive analysis using statistical test frequency, mean and percentage whereby research questions 3 to 7 were answered using inferential analysis using statistical test one-way ANOVA. Hypotheses null 1 to 5 were analysed using One Way ANOVA and Post Hoc Test. Findings research question 1 indicated that teachers have positive perception about classroom assessment with mean = 4.01 which was high. Findings on research question 2 about teachers’ competency in constructing classroom assessment based on six constructs namely planning classroom assessment (mean = 3.77); constructing classroom assessment 9 (mean = 3.69); assembling classroom assessment ( mean score: 3.81); administering classroom assessment (mean = 3.8); scoring classroom assessment (mean = 3.77) and appraising classroom assessment (mean = 3.72) indicated that teachers in Johor Bahru District Secondary schools have high competency in administering and assembling classroom assessment, whereby they have least competency in constructing and appraising classroom assessment. Analysis on hypotheses null indicated that there was significant mean difference between teachers’ competency in classroom assessment based academic qualification (F=2.772, p< .041). Post Hoc test revealed that teachers who have bachelor degree and masters degree (sig.= .041) as their academic qualification have the highest competency in classroom assessment compared to teachers with diploma and certificate (sig.= .998) as their academic qualification. Researcher has suggested further researches related to the study to fulfill the aspration of Ministry of Education in producing more competent teachers especially in measurement and evaluation.

Item Type:Thesis (Masters)
Additional Information:Thesis (Sarjana Pendidikan (Pengukuran dan Penilaian)) - Universiti Teknologi Malaysia, 2013; Supervisor : Dr. Hamimah Abu Naim
Uncontrolled Keywords:classroom assessment, academic qualification
Subjects:L Education > LB Theory and practice of education
ID Code:41963
Deposited By: Haliza Zainal
Deposited On:08 Oct 2014 07:32
Last Modified:13 Jul 2020 03:25

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