This study is influenced by phenomenological approaches, and is an inquiry into secondary mathematics teachers’ lived experiences with ephemeral assessment opportunities such as observations of, and conversations with, students. This phenomenon is explored through the use of reflective journals, semi-structured interviews, and focus group interviews. Two layers of analysis were used to better understand the phenomenon. The first layer focuses on emergent themes of what and how teachers think and do in the moment. The emergent themes were interrelated and categorized into eliciting, interpreting, and acting. The second layer focuses on the emergent factors that contribute to what and how teachers think and do during the ephemeral assessment process. The emergent factors were interrelated and categorized into teacher, student, relationships, and contexts. Through the two layers, the complexity of the ephemeral assessment process has been developed.

The declining quality of first year student intake at the Durban University of Technology (DUT) prompted the addition of online learning to traditional instruction. The time spent by students in an online classroom and their scores in subsequent multiple-choice question (MCQ) tests were measured. Tests on standardised regression coefficients showed self-test time as a significant predictor of summative MCQ performance while controlling for ability. Exam MCQ performance was found to be associated, positively and significantly, with annual self-test time at the 5 percent level and a significant relationship was found between MCQ marks and year marks. It was concluded that students’ use of the self-test tool in formative assessments has a significant bearing on students’ year marks and final grades. The negative nature of the standardised beta coefficient for gender indicates that, when year marks and annual self-test time are considered, males appear to have performed slightly better than females.

The aim of this study is to examine the complexity of teachers’ assessment practice. It is divided into a two part-studies. The first part aims to determine what type of knowledge is tested in teachers’ written tests, and how they relate to the curriculum. To answer this we analyzed two tests from four different teachers. The second part aims to find out how different factors influence the teacher’s in his or hers test construction. To answer this we interviewed the four teachers who provided the test. Together, the two parts helps us to understand how tests work, as well as why they are constructed the way they are. The study uses two different theories as analytical tools. The first part of the study uses Bloom’s revised taxonomy to determine different types of knowledge. The theory is also used to determine the knowledge of the curriculum. The second theory, which relates to the second part of the study, is a frame factor theory, to define different internal and external factors that influence in a teacher’s work. Methods used in the study are text analysis for the teachers’ tests and the curriculum, and interviews for the frame factors. The results of the first part shows a discrepancy between the knowledge tested in the tests and the knowledge expressed in the curriculum. Most notable was the lack of questions requiring evaluating skills in the tests, while the curriculum mentions it 4 times out of 9 different requirements. The results of the second part showed that a number of factors influence teachers in their test construction. The main factor influencing teachers in the test construction, mentioned by all teachers, were lack of ‘social moderation’, i.e. working within assessment as a group and being able to discuss and reflect with colleagues. Other factors mentioned were time and organization, which were partly mentioned along with the responsibility or involvement of the head teacher.

Increased state and federal accountability measures have made the assessment of student performance one of the most critical responsibilities of classroom teachers; yet, inadequate opportunities for preservice and inservice training leave many teachers feeling ill-prepared for this task. Adding to the complexity of building teachers’ assessment literacy is the relationship between assessment beliefs and classroom assessment practices. This quantitative study utilizes a validated, online survey to examine how elementary teachers’ (n = 79) define their assessment beliefs (conceptions) and how these beliefs influence which assessment practices are valued within the classroom. Findings suggest that despite teachers’ limited exposure to assessment training, four distinct assessment beliefs exist within the elementary classroom: assessment for school accountability, assessment for student certification, assessment for improvement of teaching and learning, and assessment as irrelevant. Assessment for the improvement of teaching and learning yielded the highest composite mean and was negatively correlated with the irrelevance belief and positively related to school accountability. An analysis of the importance of assessment practices revealed authentic assessments, short answers, teacher-made assessments, and performance assessments as the most valued, while publisher assessments and major exams had the lowest means. Significant relationships were identified between demographics and beliefs and practices, with the most practical findings related to exposure to assessment training and level of degree attainment. Significant relationships were also noted between all beliefs and the value of specific assessment practices, with the exception of the irrelevance belief. No significant relationships were noted between the irrelevant belief and value of assessment practices; however, many negative correlations were documented. Results are discussed in light of other research, indicating that a greater understanding of assessment beliefs and importance of practices can contribute to the development of relevant professional development aimed at the improvement of teachers’ assessment pedagogies and practices can contribute to greater educational success.

Syftet med följande studie är att undersöka hur gymnasielärare kan resonera kring bedömning. Fokus ligger på huruvida respondenterna har ett i huvudsak formativt eller summativt förhållningssätt, samt vilka möjligheter respektive hinder de ser i formativa bedömningsmetoder. Empirin har insamlats genom intervjuer, och visar att respondenterna har en summativ syn på bedömning där betygsskalan är central. De möjligheter som ses i formativa metoder är ökad medvetenhet hos eleverna samt tydlighet gällande kursmål. De hinder som tas upp gäller elevernas mognad, lärarens osäkerhet och otillräckliga kunskap samt tidsåtgången. / The purpose of this study is to investigate how upper secondary school teachers reflect on assessment. The aim is to examine whether the interviewed teachers think of assessment in a summative or formative way, and also which possibilities and obstacles they see in formative assessment methods. The result shows that the teachers have a summative approach where the grades are central. The possibilities mentioned are the pupils’ increased awareness of their learning process and the clarification of the course objectives. The obstacles brought up consider the pupils’ immatureness, the teacher’s insecurity and insufficient knowledge, as well as the time limit.

During the past few years, pair-programming is a programming technique that has received an increasing amount of attention in the teaching of computer programming skills. Pair programming can briefly be described as a programming situation in which two persons sit at one computer and execute the task together. Although much research has been done on the advantages and disadvantages of pair programming, the assessment of computer skills acquired in pairs still remains a problem. The perception exists that pair assessment is not a reliable indicator of students' computer programming abilities. The purpose of the study was to determine whether (1) the results of programming skills assessed in pairs correlate with those of programming skills assessed individually, and (2) to investigate students' perceptions of pair and individual assessment. To reach these objectives, a literature study was performed to investigate pair programming as programming technique and the assessment of programming skills acquired in pairs. The empirical study has revealed that a positive relation exists between programming skills assessed in pairs and programming skills assessed individually. Furthermore, it was found that in general students' perceptions concerning pair assessment have changed positively. Based on the results arising from the empirical study, guidelines were suggested for the facilitation and assessment of pair programming skills. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2008.

During the past few years, pair-programming is a programming technique that has received an increasing amount of attention in the teaching of computer programming skills. Pair programming can briefly be described as a programming situation in which two persons sit at one computer and execute the task together. Although much research has been done on the advantages and disadvantages of pair programming, the assessment of computer skills acquired in pairs still remains a problem. The perception exists that pair assessment is not a reliable indicator of students' computer programming abilities. The purpose of the study was to determine whether (1) the results of programming skills assessed in pairs correlate with those of programming skills assessed individually, and (2) to investigate students' perceptions of pair and individual assessment. To reach these objectives, a literature study was performed to investigate pair programming as programming technique and the assessment of programming skills acquired in pairs. The empirical study has revealed that a positive relation exists between programming skills assessed in pairs and programming skills assessed individually. Furthermore, it was found that in general students' perceptions concerning pair assessment have changed positively. Based on the results arising from the empirical study, guidelines were suggested for the facilitation and assessment of pair programming skills. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2008.

State universities in Saudi Arabia have adopted a new educational policy, which made English the medium of instruction for all scientific departments. This has led to establishing a Foundation Year Programme (FYP) in the English Language Institute (ELI) of those universities, which aims to prepare university students to cope with the new academic requirements in their chosen majors and to improve their overall language competence. This study investigates teachers’ roles and beliefs regarding assessment practices in the ELI with the aim to uncover not only the role(s) teachers play in both continuous and summative assessment practices, but also teachers’ understandings of and attitudes towards assessment and their roles in it. Findings will also include how teachers perceive this role in this interpretive study, where the data were collected using open-ended interviews with twenty male and female expatriate and Saudi EFL teachers who work in the ELI of a specific Saudi university. The data were analysed on the basis of participants’ views and explanations about their roles in both continuous and summative assessment in the institution. The findings revealed that teachers had no role in summative assessment unless they were members of the Assessment Committee and that most teachers wanted to have a voice and be more involved. While teachers had a limited role in continuous assessment in the classroom, they felt the need for more involvement in the choice of materials/topics employed as well as more freedom regarding the way it is administered. The study also revealed that the ELI was not well receptive of criticism from teachers, which made teachers sometimes reluctant to being more involved in assessment or voicing their views in fear of being labelled negatively. Finally, some contributions to knowledge, implications for the context and recommendations are provided as well as some suggestions for improving teachers’ roles in assessment for future consideration.

The study focuses on assessment and specifically the formative part, therefore the purpose of this study is to examine how some primary school teachers perceive formative assessment. Building blocks for my study are three research questions that contribute to studying the phenomenon from different aspects. Formative assessment has become a familiar subject that gets incorporated more and more in the schools therefore it is necessary to study how teachers perceive the difference between the formative and the summative part of the assessment. I use a sociocultural perspective in my study. I choose to examine the teacher’s perception on the subject by carrying out focus group interviews that gets summarized with a group of teacher’s that conversed about a specific subject which in my case was assessment. I have carried out two group interviews, thereafter analysed the collected data through a couple of main categories as well as some part categories on subject of assessment. The results of the study showed that teacher’s perceives formative assessment in different ways, though they join each other in expressing that formative assessment benefits teaching. They explain their thoughts through describing their ways of using formative assessment. It also showed that they deliberately work with the formative part of assessment because they explain the purpose with each activity they carry out.

This study aimed to investigate the role of classroom formative assessment practice in geography. Although geography enjoys a good pass rate percentage in the Grade 12 National Senior Certificate (NSC) examinations, the concern remains about the average and the number of distinctions produced annually. A Framework for Learning-Oriented Assessment was used as a conceptual framework which guided this study. Research questions that guided this study aimed at investigating the possible role of classroom formative strategies or techniques on learner performance in geography, the extent to which School-Based Assessment (SBA) is used as a formative tool, the provision of feedback and the learners’ role in geography assessment. The qualitative data was collected through structured interviews, document analysis and observation involving six FET phase geography teachers from three different schools in Tshwane West District (D15). The findings of this study indicated that the participating Geography teachers in the FET phase were committed to using differential assessment practices in their classroom to improve their learners’ results. Though, their main focus was on summative assessment, and little attention was given to the formative assessment practice. It was against this background that this study recommended that Geography teachers should be formally trained/workshopped on assessment strategies. Secondly, there is a need to infuse SBA effectively as a formative assessment aspect of the curriculum in order to improve learner performance. Lastly, to further research the significance of assessment for learning in the South African context to strengthen the education system. / Dissertation (MEd)--University of Pretoria 2020. / Science, Mathematics and Technology Education / MEd / Unrestricted