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number: /2024
CIT number: 0
Number of views: 960
Teachers’ knowledge and skills in assessment are important factors for improving the practice of Classroom Assessment (CA), which is a vital component of teaching and learning. There is ample research attempting to ascertain if training can contribute to increasing teachers’ knowledge and skills in assessment. In Bangladesh, the new curriculum places significant emphasis on classroom assessment compared to summative assessment. This study aims to answer the following questions: What is the status of Classroom Assessment Literacy (CAL) among primary school teachers in Bangladesh? What is the relationship between teachers’ training in assessment and their CAL? And what factors do teachers believe affect the translation of training in CA into CAL? The study followed a mixed-method research approach. Initially, quantitative data on teachers’ CAL and their training in CA were collected from 100 primary school teachers in Dhaka city using a CAL Test. Based on the results of this test, eight teachers with different combinations of CAL levels and training were interviewed. The results showed that the mean score of the sample of primary school teachers was above the middle score but still not high. Their mean score varied across different components of the test. For example, teachers were found to be most competent in using assessment data to make decisions and least competent in selecting appropriate assessment tools. We found that the more hours of training in assessment the teachers had, the lower they scored on the CAL test. However, this relationship was weak. We also found that having a Master of Education (MEd) degree can make a significant difference in their CAL test score. Teachers with more years of experience appeared to score lower on the test and vice versa (though not statistically significant). Qualitative data revealed that each teacher followed their own unique CA styles with a combination of different CA techniques, and there was no pattern based on teachers’ CAL test scores. However, teachers with higher CAL test scores seemed to provide feedback to their students in a more descriptive and meaningful way than teachers with lower CAL test scores. Data revealed that training is one of the sources of teachers’ knowledge and skills in CA among others. However, various enabling and deterring factors work together to determine the effectiveness of training in bringing about sustainable change in teachers’ knowledge and skills in CA. Among many factors, the “one shot” and “one size fits all” design of the trainings were found to be ineffective by teachers who have unique classroom contexts. Additionally, teachers’ own perceptions of training, the school environment, and context are also factors that affect the translation of training in CA into sustainable CAL that they can apply in practice.
number: /2024
CIT number: 0
Number of views: 1,859
In light of the internationalization of higher education, teachers play a crucial role in promoting culturally responsive teaching (CRT) for all students from diverse backgrounds. A growing interest in teacher agency and its enactment in culturally diverse environments has recently emerged among educators and policy makers. However, a systematic conceptualization of teacher agency in CRT remains under-explored. This article presents a theoretical framework that synthesizes existing theories of teacher agency and analyses conditions for its enactment in CRT in international programs. Teacher agency in CRT has been addressed in five major aspects including CRT teacher identity, professional competence, professional philosophy, autonomy and reflexivity. Institutional conditions have been described for curriculum adaptation and development, culturally responsive pedagogy and enabling environment building. This paper discusses the implications for teacher education, professional development and institutional provisions in order to facilitate the transformation of CRT practices in international programs at higher education levels.
number: /2024
CIT number: 0
Number of views: 1,542
In light of the changing dynamics and developments in the education system, the professional development (PD) of teachers is seen as a crucial means to improve the competencies of teachers. There have been numerous prior studies that examined the need for teacher professional development in various educational contexts. However, research in this area is extremely scarce in Bhutan. The main aim of this study was to examine the perceptions of geography teachers in the western region of Bhutan regarding the need for professional development. The study was conducted based on the pragmatic paradigm and included an explanatory sequential mixed-method design. Considering the need of the study and the methodology designed, the study employed stratified simple random sampling for the survey and non-probability purposive sampling for Focus Group Discussions (FGDs). A total of 104 geography teachers participated in the survey, and 10 teachers participated in FGDs, which were conducted in two groups. The findings of the study revealed that most teachers could not meet the 80 hours of PD requirement. The findings also indicated that the most needed professional development areas for the teachers were subject content, instructional technology and designs, assessment and evaluation, special education, and research. It was determined that some of the participants needed professional development in the areas of teaching strategy and classroom management. The study suggests that the Ministry of Education (MoE) and other relevant stakeholders provide subject-based PD Programmes that respond to teachers’ needs.
number: /2024
CIT number: 0
Number of views: 779
In recent decades, the world has experienced escalating global environmental crises resulting from widespread environmental degradation. The magnitude of this degradation underscores the urgent need to foster environmental knowledge, particularly among school children, who represent the future leaders and custodians of our planet. In Bhutanese school education, environmental education primarily takes place within the geography curriculum. Therefore, this study aims to assess the level of environmental knowledge among students in Key Stage III within the Bumthang district. To achieve this goal, the study employed an explanatory sequential mixed-methods design. Two hundred Key Stage III students participated in the survey, and 32 students were purposefully selected for four focus group discussions. Descriptive analysis was employed to analyze the quantitative data, while the qualitative data underwent coding and identification of emerging themes. The findings of this study indicate that students possess a low level of environmental knowledge. This low level of environmental knowledge is attributed to a lack of motivation in learning, the use of the same teaching strategies, and limited information in the text. Hence, efforts should be made to enhance motivation, diversify teaching strategies, and highlight the need for curriculum reforms to enhance students’ environmental knowledge.
number: /2024
CIT number: 0
Number of views: 1,114
This study delves into the complexities of mastering English adverbials among Vietnamese young adults, highlighting the intricate interplay between linguistic exposure, educational background, and the nuanced challenges imposed by cultural and linguistic disparities. Through a quantitative analysis involving a sampling of 500 participants from various English language centers across Vietnam, this research elucidates how different levels of English exposure and educational attainment correlate with proficiency in English adverbials. Key findings reveal that Vietnamese learners face significant challenges in correctly placing, interpreting, and practically using adverbials, underscoring a substantial gap in syntactical understanding and application. Notably, a strong correlation was identified between learners’ English exposure and their adverbial mastery, with increased exposure leading to enhanced knowledge and application. Additionally, the study highlights the profound impact of native language proficiency on mastering English adverbials, suggesting that a deeper grasp of Vietnamese facilitates a better understanding and use of English adverbials. knowledgeThe research contributes valuable insights to the field of English language education, advocating for pedagogical strategies that embrace learners’ linguistic and cultural backgrounds. It calls for integrating practical exercises and context-rich learning experiences in teaching English adverbials, alongside promoting culturally responsive teaching methods to address the identified challenges.
number: /2023
CIT number: 0
Number of views: 801
Conducting assessment is well-known for posing serious challenges to teachers, particularly with the pluralism in assessment approaches. In Vietnam, English language teachers recently are required to master specified pedagogical competencies, including assessment of students’ newly defined language competence, and the national English curriculum has been continuously updated, while most teachers are not prepared for conducting classroom assessment in a competence-based approach. Local English teacher training universities have responded to this need by implementing language assessment courses. The conceptualization of pre-service teachers’ assessment competence and the effects of these courses, however, remains fairly unknown. This study examines the construct of preservice teachers’ assessment competence and the results of one introductory language assessment course at a leading language teacher education institution in Vietnam, focusing on measuring the competence of teachers-to-be in language assessment. Both Rasch analysis and descriptive statistics were used to analyze the functioning of the items in a localized construct of assessment literacy for preservice English teachers and these teachers’ self-assessment results, which revealed that a) many practical components of the construct of language assessment competence can function well, but some requirements need to be adapted and instructed with more attention for students in the future courses, and b) while many student teachers could sufficiently perform the required language assessment tasks and were fundamentally ready for the job, others faced serious difficulties in applying the more abstract principles. The findings shed light on the necessary adjustments to be made in defining assessment literacy for the target teachers and offer suggestions for the future professional development of both these teachers and in-service ones.
number: /2023
CIT number: 0
Number of views: 712
In many studies in Malaysia, several issues in providing evidence toward construct validity have been observed. In most problem cases, studies only provided face validity, factor analysis and reliability index yet claimed their instruments have sufficient construct validity. Another issue was a mix-up on assessment-type and perception-type items. Finally, insufficient sampling and targeting during pilot fail to provide empirical evidence on content validity. This paper presents the construct validity requirements according to Messick’s construct validity framework and proposes several methods to deal with the above issues.
number: /2023
CIT number: 0
Number of views: 690
Prior research has demonstrated that different noncognitive factors influence students’ science literacy. The present research investigates the relationships among students’ perceptions of their science teachers, their non-cognitive outcomes (epistemological beliefs, science interests and usefulness of science) and the influence of these factors on students’ science literacy. The data includes 5,826 15-year-old students (52.2% male and 47.8% female) who participated in the Programme for International Student Assessment (PISA) in 2015. The research revealed a meaningful pattern of complex relationships among non-cognitive factors and their influence on students’ science literacy, enhancing and clarifying previous research findings with both theoretical and practical significance. The results of confirmatory factor analysis show that all items in each non-cognitive outcome had reasonable factor loading, and the model had good fit indices [RMSEA = 0.037; CFI = 0.931: TLI = 0.923; SRMR = 0.032]. The results of structural equation modeling (SEM) show good fits, suggesting that students’ science interests directly influence their science literacy. Furthermore, students’ perceptions of their science teachers, epistemological beliefs and usefulness of science indirectly influence science literacy through their science interests. Evidence from PISA Vietnam 2015 data also shows the insignificant path of the usefulness of science to science literacy.
number: /2023
CIT number: 0
Number of views: 828
A growing number of studies utilising the Rasch model have been published, spanning various disciplines. This paper delves into five key domains where Rasch measurement is applied, namely: developing new instruments, creating short-form instruments, developing vertical scales, combining Rasch analysis and path analysis, and applications to classroom testing. Within each area, this paper presents research studies as illustrations of how Rasch measurement can effectively address measurement issues and advance practices. These studies provide concrete examples for reflection, highlighting typical procedures and potential pitfalls to avoid when employing the Rasch model for different purposes in diverse contexts.
number: /2023
CIT number: 0
Number of views: 839
This study aimed to calibrate items aiming at measuring English reading comprehension ability in students who learn English as a second language. A total of 571 multiple-choice items were administered to 466 participants from 14 schools via a computer-adaptive test. These participants were mainly secondary school students. Data were analyzed using the Rasch model for dichotomous items. Results indicated that the instrument was sufficiently unidimensional and was quite well targeted at the students. It was able to measure the English abilities of secondary school L2 students. Item measures were also compared to the expert’s levelling of item difficulty levels. Based on the Pearson Correlation coefficient of 0.77, the items demonstrate a moderate shared variance, indicating a reasonably positive correlation with the expert’s levelling.