Journal for Researching Education Practice and Theory

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https://bspace.buid.ac.ae/handle/1234/1364
The Journal is run by the Faculty of Education, The British University in Dubai (BUiD). JREPT provides opportunities for education faculty, research students in education and those interested in the practice, theory and policies in education to share and debate new knowledge, innovative ideas and practices.

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Browsing Journal for Researching Education Practice and Theory by Subject "Assessment"

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    Investigating the Perception of K-12 Teachers on their Assessment Literacy and Obstacles Hindering the Implementation of Effective Assessments in Dubai private schools
    (The British University in Dubai (BUiD), 2018) Sbai, Ikrame
    Assessing learners’ performance is endemic in learning. Teachers bear the responsibility of assessing their students regularly to confirm that learning has happened. However, many teachers do not use assessment as a tool to improve learning, but only as an evaluation tool to judge students’ achievement. Research shows that assessment should be used to improve the learning experience of learners and the assessment results should be interpreted for this sake. Many teachers are not prepared on how to use assessments effectively in their classrooms. Several previous studies have indicated that teachers have weak assessment skills, either skills for designing and developing assessments or interpreting the results. In the United Arab Emirates UAE there is a big emphasis on the effective teaching and assessment to achieve the 2021 UAE educational vision. This study explores k12 teachers’ perception of their own assessment literacy in the UAE, as well as the obstacles that hinder them from conducting effective assessments for their students. The participants are teachers working in different schools in Dubai, with different years of experience and are distributed between females and males. A mixed design questionnaire was used as a data collection method. The research results indicated that teachers have a high perception about their assessment literacy. Teachers are also using a range of traditional assessment strategies in their classrooms to assess students. However, most of the teachers are using assessment only to evaluate students’ performance instead of improving the learning experience. One of the main obstacles that face teachers with assessment is the large number of students in the classroom and the lack of training.
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    The Relationship between Cognitive Development, Teaching Creative Thinking, Assessment, and an Interdisciplinary Approach
    (The British University in Dubai (BUiD), 2018) ElSayary, Dr Areej
    Cognitive development is widely considered to be one of the most important aspects of students’ learning. It relates to the identification of patterns, relationships, and the use of language. It concerns with the affective development, which is related to the emotions and the psychomotor development - the movement and activities that are associated with the mental process. One of the main issues is the challenges teachers face to address these categories in a specific topic. The standardized assessment tests such as Trends in International Math and Science Study TIMSS and the Program for International Student PISA have three main categories: knowledge, application and reasoning. It is interesting, and important to note, that learning has similar categories: knowledge, skills, and understanding. Considerable attention must be paid in aligning the learning domains to the assessment domains in order to raise students’ attainment in the standardized assessments. In order to achieve these results, it is important to understand the kind of knowledge being learned, how memory works, how best to teach for creativity, and how people learn. Interdisciplinary Science, Technology, Engineering and Math STEM is a new reform in education which helps to develop students’ 21st century skills and creative thinking. A new framework is being proposed, to develop students’ skills through teaching them an interdisciplinary STEM curriculum using authentic tasks (problem-based learning) that leads them to higher-order thinking skills. This paper is presenting a critical reflection on cognitive development, teaching creativity, assessment types, and an interdisciplinary STEM approach, and the relationship between them.