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 literacy"

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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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    An investigation about teachers’ perception on Assessment Literacy and its Impact in Hindering the practice of effective Assessment in a Private School in Sharjah, UAE
    (The British University in Dubai (BUiD), 2022-10) Bourenane, Imane
    Although assessment is said to be the core component for vital learning outcomes, there are many arguments about the efficiency of teachers planning effectively for it. Instead of using assessment primarily to improve learning, teachers are using it to only evaluate the students’ achievements. Many researchers have shown that assessment should be used as a tool to enhance learning and its results to be analyzed for that sake. In fact, teachers are not well trained on how to approach assessment in classes. Several studies have marked that teachers’ assessment skills are weak and need improvement either at the level of designing them or at the level of interpreting them. This study is an investigation of teachers’ perception of assessment literacy and its impact on effective assessment implementation. The data was collected through a mixed design questionnaire among 56 teachers with various years of experience in a private school in Sharjah. The participants were selected using a random sampling technique, and data were interpreted using descriptive statistics. The findings indicated that teachers have high assessment literacy; they use various traditional assessment tools to evaluate their students accordingly. However, the majority of teachers utilize assessment for the sake of judging the students’ achievements inside the classroom rather than improving the learning practices. In conclusion, one of the main reasons hindering practitioners in designing the appropriate assessment tool is the lack of training that the teachers should be equipped with.