Relevant bibliographies by topics / Teachers' attitudes and continuous assessment

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Teachers' attitudes and continuous assessment'

Author: Grafiati
Published: 4 June 2025
Last updated: 1 August 2025

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Journal articles on the topic "Teachers' attitudes and continuous assessment"

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Makuvire, Claretah, Albert Mufanechiya, and Bekithemba Dube. "Unpacking Continuous Assessment: Teacher Knowledge and Attitudes in Zimbabwe Rural Secondary Schools." Research in Educational Policy and Management 5, no. 2 (2023): 207–25. http://dx.doi.org/10.46303/repam.2023.17.

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The paper explores the implementation of continuous assessment in the context of teacher knowledge and attitudes in Zimbabwean rural secondary schools. Continuous assessment is a new curriculum assessment regime in the curriculum reform agenda in Zimbabwe introduced in the 2015 updated curriculum.The study defines continuous assessment as the mechanism where thelearner performs over timeconstitutes the final gradingof the learner.The researchers explain the teacher-related implementation challenges in continuous assessment in rural secondary schools in Zimbabwe. Ten teachers and five secondary
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Devi, Kangjam Dijita, Chongtham Beda Devi, and Chongtham Khogendra Singh. "Attitude towards Continuous Internal Assessment and Study Habits of the Student Teachers in Manipur." International Journal of Membrane Science and Technology 10, no. 4 (2023): 2218–23. http://dx.doi.org/10.15379/ijmst.v10i4.2392.

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The study's main purpose is to analyze the attitude towards CIA and study habits of B.Ed. student teachers and their relationship. A randomly drawn group of 600 B.Ed. student teachers enrolled at different teacher education colleges affiliated with Manipur University during the academic year 2023-24 responded to a set of self-administered questionnaires comprising Study Habits developed by Mukhopadhyay and Sansanwal (2015) and Attitude Towards Continuous Internal Assessment (CIA) developed by the researcher. For analysing and interpreting the test scores, percentage and Pearson’s Product Momen
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Er, Gülay, and Fatma Ozcan. "Investigating EFL Teachers’ Attitudes toward Alternative Assessment." Journal of Language Research 9, no. 1 (2025): 180–203. https://doi.org/10.51726/jlr.1689906.

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Over the last decades, the widespread view that English is now a lingua franca has increased the prominence of English language teaching methodology and has led to the continuous revision and amendment of pedagogical issues such as language teaching and learning along with testing and assessment. To that end, there has been a considerable emphasis on the alignment of assessment practices with language teaching and learning practices. Accordingly, language assessment, more specifically, alternative assessment has been one of the critical issues that have received much attention in the field of
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Mbong, Mary Wallang, and Agborbechem Peter Tambi Dr. "The Influence of Economic Teachers Attitude towards the Implementation of Continuous Assessment in Economics in Secondary Schools in the North West Region of Cameroon." International Journal of Trend in Scientific Research and Development 4, no. 5 (2020): 26–36. https://doi.org/10.5281/zenodo.4267971.

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This paper sought to investigate “The Influence of Economic Teachers attitude towards the Implementation of Continuous Assessment in Economics in Secondary Schools in the North West Region of Cameroon”. A descriptive survey was considered suitable for this study. 77 economics teachers in the North West region were considered as population for the study. A simple random sampling technique was used to recruit respondents from the seven divisions in the North West region who answered the questionnaire. A Pearson Product moment Correlation coefficient and a regression analysis was the
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Mauna, Nasibah, and Camilo Baldonado. "Teachers' Attitude: Correlates to their Behavioral Competencies." Psychology and Education: A Multidisciplinary Journal 26, no. 5 (2024): 542–62. https://doi.org/10.5281/zenodo.13929011.

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The objective of this study investigated the attitudes of Junior High School Teachers and their correlation with behavioral competencies. Employing a descriptive-correlational research design, the study examined the relationship between teachers' attitudes and their behavioral competencies. The respondents of this study were one hundred teachers of Iligan City National High School, City Central District of Iligan City during the School Year 2023-2024. The majority of respondents were females, accounting for 64% of the total sample, with male respondents constituting 36%. The correlation analys
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Aprilla, Niken. "APPLICATION OF AUTHENTIC ASSESSMENT IN LEARNING POETRY TEXTS IN JUNIOR HIGH SCHOOL STUDENTS." Journal of Higher Education and Academic Advancement 1, no. 7 (2024): 43–47. https://doi.org/10.61796/ejheaa.v1i7.725.

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This research aims to investigate the application of authentic assessment in teaching poetry texts at the intermediate (SMP) level and the challenges faced by Indonesian language teachers with errors. In this process. Education is an effort to change a person's attitudes and behavior towards maturity through training and guidance. The 2013 curriculum requires students to be more active and inclusive in the learning process through continuous assessment which includes cognitive, attitude and ability aspects. However, practice in this area places greater emphasis on cognitive aspects, and a full
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Murekaze, Balthazar, and Emmanuel Gakuba. "Effect of Training on Chemistry Teachers’ Attitude toward the Comprehensive Assessment System in Secondary Schools of Gakenke District, Rwanda." July-August 2023 4, no. 4 (2023): 78–83. http://dx.doi.org/10.46606/eajess2023v04i04.0305.

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This study sought to establish the effect of training on chemistry teachers’ attitude toward the comprehensive assessment system in secondary schools of Gkenke District in Rwanda. This study adopted the descriptive research design. Data was collected through questionnaire. Analysis of data was done through descriptive statistics. Furthermore, chi-square test was used to establish the existing relationship between the variables. The study concludes that the majority of teachers were trained on how the comprehensive assessment is implemented. Also most of respondents involved in this study showe
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Aprilla, Niken, and Dina Fitria Handayani. "APPLICATION OF AUTHENTIC ASSESSMENT IN LEARNING POETRY TEXTS IN JUNIOR HIGH SCHOOL STUDENTS." European Journal of Higher Education and Academic Advancement 1, no. 7 (2024): 43–47. http://dx.doi.org/10.61796/ejheaa.v1i7.725.

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This research aims to investigate the application of authentic assessment in teaching poetry texts at the intermediate (SMP) level and the challenges faced by Indonesian language teachers with errors. In this process. Education is an effort to change a person's attitudes and behavior towards maturity through training and guidance. The 2013 curriculum requires students to be more active and inclusive in the learning process through continuous assessment which includes cognitive, attitude and ability aspects. However, practice in this area places greater emphasis on cognitive aspects, and a full
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Tajeddin, Zia, and Nafeeseh Aryaeian. "TEACHERS’ BELIEFS ABOUT CLASSROOM LANGUAGE ASSESSMENT: COLLABORATIVE DISCUSSION AS A MEDIATIONAL SPACE." TEFLIN Journal - A publication on the teaching and learning of English 35, no. 1 (2024): 123–42. http://dx.doi.org/10.15639/teflinjournal.v35i1/123-142.

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In recent years, numerous studies have been conducted on language teachers’ beliefs about language assessment; however, teachers’ collaborative discussion as a mediational tool has received scant attention. The present study aimed to investigate non-native language teachers’ beliefs about classroom language assessment regarding features of effective assessment, assessment of learners by teachers, peers, and themselves, benefits of assessment, informal assessment vs. formal assessment, and continuous assessment. Participants of the study were positioned in two collaborative discussion groups of
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Viršulienė, Kristina. "Developing Student-teacher’s Instructional Communication Skills through Teaching Practice: the Attitudes of Mentors." Pedagogika 121, no. 1 (2016): 101–12. http://dx.doi.org/10.15823/p.2016.07.

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The article analysis the attitudes of mentors to the development of student-teacher’s instructional communication skills through teaching practice. The objective of the research was to reveal the opinion of the mentors about the development of student-teacher’s instructional communication. For that purpose observation was carried out in the natural environment. That helped to reveal the peculiarities of students’ instructional communication skills at teaching practice. Semi-structured interview methods were applied to interview the mentors. The data obtained via the Questionnaire for Mentors a
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Dissertations / Theses on the topic "Teachers' attitudes and continuous assessment"

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Mansory, Mazin. "EFL teachers' beliefs and attitudes towards English language assessment in a Saudi University's English Language Institute." Thesis, University of Exeter, 2016. http://hdl.handle.net/10871/25765.

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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 cont
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Chewang, Karma. "Continuous assessment in Bhutan, science teachers' perspectives." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0002/MQ46239.pdf.

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Brounstein, Cheryll. "Teacher Adjustments to Multiple and Continuous Change." PDXScholar, 1992. https://pdxscholar.library.pdx.edu/open_access_etds/1334.

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This study examined the phenomenon of multiple and continuous change and the adjustments teachers made in response to the phenomenon. The research questions posed by this study are: 1. Is there a phenomenon of multiple and continuous change and if so how is it characterized by the participants? 2. Is there an effect of multiple and continuous change on the participants, if so, how do the participants adjust to the phenomenon and how can these adjustments be described? Methodologically, the strategy for this study was designed to allow for the generation of theory since multiple and continuous
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Lindqvist, Robert, and Jesper Shuja. "Attitudes to Assessment." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-35838.

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This explorative research paper looks at the attitudes and experiences of four EFL teachers towards assessment of English as a foreign language. The study was carried out using qualitative research with semi-structured interviews. The paper discusses factors that impact attitudes towards assessment. Our findings show that assessment is affected by a variety of factors, including colleagues, the head teacher and guiding documents. Furthermore, this paper identifies the need for more teacher education regarding the process of assessment, specifically formative assessment.
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Mokotedi, Dingake Reginald. "The experiences of teachers with continuous assessment in Grade 9 Geography classrooms." Diss., University of Pretoria, 2011. http://hdl.handle.net/2263/28097.

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The changes brought by the democratic government in South Africa in 1994 have also brought considerable changes to the different sectors of the government and education was not different. There was a need to redress the imbalances of the past and the education system was to be reviewed so as to bring about the new assessment methods and approaches that would improve teaching and learning in the schools. Whenever any new idea enters education, it is usually aimed at improving the old school of thought. The challenge now remains the creation of new knowledge. Continuous assessment (CASS) with it
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Andrews, Christopher Daren. "Student Self-Assessment: Teachers' Definitions, Reasons, and Beliefs." BYU ScholarsArchive, 2016. https://scholarsarchive.byu.edu/etd/6393.

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The purpose of this study was to understand how teachers define student self-assessment (SSA), why teachers use or do not use SSA, and to explore how beliefs might influence teachers' reasons for using SSA or not. This study used Ajzen's theory of planned behavior to explore the relationships between teachers' stated beliefs about SSA and reasons for using or not using SSA. I interviewed seven teachers from one high school in the Intermountain West and found that five of the seven teachers in this study used SSA. I found that these teachers' definitions of SSA varied between formative and s
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Westlake, Andrew, and Lovrenc Zitko. "A switch to the new paradigm: Teachers’ views and attitudes towards self-assessment." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-33825.

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The study that has been undertaken sets out to explore teacher attitudes towards the subject of self-assessment. It also aims at finding out specific strategies and tools used, and what the teachers feel would aid with the promotion and implementation of self-assessment in the modern language classroom.To this end we conducted a number of interviews, in the south of Sweden, with teachers of varying experience who actively practice self-assessment in their classrooms. The teachers were positive to the concept of self-assessment, but stressed a number of areas that presented problems, available
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Diffily, Deborah. "Early Childhood Educators' Beliefs and Practices about Assessment." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc277624/.

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Standardized tests are being administered to young children in greater numbers in recent years than ever before. Many more important educational decisions about children are being based on the results of these tests. This practice continues to escalate despite early childhood professional organizations' calls for a ban of standardized testing for children eight years of age and younger. Many early childhood educators have become dissatisfied with multiple-choice testing as a measure of student learning and are increasingly using various forms of alternative assessment to replace the more tradi
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Wilder, Lynn K. "Student vs. teacher perception of student behavior for youth with emotional and behavioral disorders : accurate assessment." Virtual Press, 1999. http://liblink.bsu.edu/uhtbin/catkey/1159148.

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The purpose of this study was two-fold: (a) to determine whether the Behavioral Objective Sequence (BOS) (Braaten, 1998), when used as a rating scale, was a valid instrument for measuring the behaviors of students with EBD and (b) to determine whether there was a relationship between teachers' perceptions of behaviors of students with EBD and these students' perceptions of their own behaviors. Perceptions were measured using the BOS and the Child Behavior Checklist (CBCL) (Achenbach, 1991), a well-established instrument with reliability and validity. Demographic variables were examined as pred
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Yau, Ka-man, and 游嘉敏. "Teachers' perceptions of assessment for learning: a study of secondary school teachers in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30280710.

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Books on the topic "Teachers' attitudes and continuous assessment"

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Cedric, Cullingford, ed. Assessment versus evaluation. Cassell, 1997.

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Rueda, Robert. Teachers' beliefs about reading assessment with Latino language minority students. National Center for Research on Cultural Diversity and Second Language Learning, 1994.

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Davis, Fran. A practical assessment of feminist pedagogy. Direction générale de l'enseignement collégial, programme d'aide à la recherche sur l'enseignement et l'apprentissage, 1990.

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E, Diez Mary, and Raths James D, eds. Teacher dispositions: Their nature, development, and assessment. IAP - Information Age Pub., 2007.

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Chimombo, J. P. G. An assessment of the response of the education sector towards life skills education: The Malawi experience. University of Malawi, Centre for Educational Research and Training, 2001.

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Kristin, Liu, Thurlow Martha L, and Educational Resources Information Center (U.S.), eds. Initial perceptions of English as a second language educators on including students with limited English proficiency in Minnesota's high standards: Minnesota Assessment Project. Minn. Dept. of Children, Families & Learning, 2000.

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Alvarez, Anicia. A study of primary and secondary science teachers in Negara Brunei Darussalam: Their professional orientation, perceived difficulties, needs assessment, and attitudes towards teaching science. s.n., 1995.

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Conference, Ontario Educational Research Council. [Papers presented at the 31st Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 8-9, 1989]. s.n.], 1989.

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Conference, Ontario Educational Research Council. [Papers presented at the 30th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 2-3, 1988]. s.n.], 1988.

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Ontario Educational Research Council. Conference. [Papers presented at the 28th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, Dec. 1986]. s.n.]., 1986.

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Book chapters on the topic "Teachers' attitudes and continuous assessment"

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Prošić-Santovac, Danijela, Vera Savić, and Shelagh Rixon. "16. Assessing Young English Language Learners in Serbia: Teachers’ Attitudes and Practices." In Integrating Assessment into Early Language Learning and Teaching, edited by Danijela Proši-Santovac and Shelagh Rixon. Multilingual Matters, 2019. http://dx.doi.org/10.21832/9781788924825-019.

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Giacosa, Antonella. "Authentic and Continuous Assessment During the Pandemic: Teachers’ and Students’ Perspectives." In Language Education During the Pandemic. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-35855-5_2.

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Roos, Helena. "The Influence of Assessment on Students’ Experiences of Mathematics." In Students' and Teachers' Values, Attitudes, Feelings and Beliefs in Mathematics Classrooms. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-70244-5_10.

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Yang, Min, Zi Yan, Lan Yang, and Ying Zhan. "Moving Student Assessment Literacy Scholarship Forward." In SpringerBriefs in Education. Springer Nature Singapore, 2025. https://doi.org/10.1007/978-981-97-9484-3_5.

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Abstract This chapter summarises the key themes discussed in the preceding chapters, in particular how teachers and practitioners can maximise opportunities to develop student assessment literacy (SAL) based on our conceptualisation of SAL. Limitations of this short book are discussed as well. Then this chapter suggests the implications of the learned lessons with a view to recommend future directions for SAL research and practice development. In closing, this chapter reiterates the significance of SAL as a major driver for students’ development as self-regulated and lifelong learners, and its
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Porcenaluk, Sarah, and Cornelia Connolly. "Designing a Continuous Professional Development Toolkit for In-Service Teachers During Curriculum Redesign." In Innovating Assessment and Feedback Design in Teacher Education. Routledge, 2023. http://dx.doi.org/10.4324/9781003430537-2.

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Denman, Christopher, and Rahma Al-Mahrooqi. "Teachers’ Attitudes Toward Alternative Assessment in the English Language Foundation Program of an Omani University." In English Education in Oman. Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-0265-7_4.

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Ho, Chi Ming, Anthony Wai Chi Leung, Magdalena Mo Ching Mok, and Paisley Tsz Mei Cheung. "Informing Learning and Teaching Using Feedback from Assessment Data: Hong Kong Teachers’ Attitudes Towards Rasch Measurement." In Self-directed Learning Oriented Assessments in the Asia-Pacific. Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-4507-0_17.

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Badawieh, Muntaha, Abdulai Abukari, and Eman Gaad. "Educating Learners with SEND in One Private Mainstream School in Dubai: Effectiveness and Challenges of Policy Implementation." In Lecture Notes in Civil Engineering. Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-27462-6_6.

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AbstractThis study investigates the SEND policy implementation in one private school in Dubai. It highlights whether the school’s teachers and support staff adopted and effectively implemented the SEND inclusion policy. The investigation process focuses on three areas which are curriculum modifications, Assessment differentiation, and teacher’s professional development. A qualitative research study of semi-structured interviews has been conducted to investigate the effectiveness and challenges of SEND policy implementation; for this purpose, interviews were conducted with the school’s teachers
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Steinlen, Anja, Daniela Schwarz, and Thorsten Piske. "The transition from primary school bilingual programmes to regular foreign language lessons in secondary school." In Language Learning & Language Teaching. John Benjamins Publishing Company, 2025. https://doi.org/10.1075/lllt.62.14ste.

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Abstract Due to changes in teaching and assessment, the transition from primary to secondary school may significantly affect pupils’ proficiency in and their attitudes towards English as a foreign language. This longitudinal study followed 69 pupils moving from bilingual CLIL programmes in primary school to regular English (EFL) lessons in Years 5 to 7. Questionnaire data revealed that these pupils maintained positive attitudes towards both CLIL programmes and EFL lessons. Additionally, 81 secondary school EFL teachers reported that their CLIL pupils continued to outperform peers from non-CLIL
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Moustafa, Nariman, Ebtehal Elghamrawy, Katherine King, and Yu Hao. "Education 2.0: A Vision for Educational Transformation in Egypt." In Education to Build Back Better. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-93951-9_3.

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AbstractThis chapter presents a comprehensive description and analysis of Egypt’s Education 2.0 (EDU. 2.0) reform plan for grades K-2. The reform’s five key components are described including the new multidisciplinary curriculum, technology integration, school management Continuous Professional Development (CPD), access and infrastructure, and reformed assessment. We analyze this reform from five perspectives and conclude that a cultural shift, high-quality CPD, and a robust accountability system are imperative to sustainable educational reform in Egypt. This cannot be achieved without a share
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Conference papers on the topic "Teachers' attitudes and continuous assessment"

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TONU, Valentina. "Teachers′ continuous professional training: quality assurance imperative." In Ştiință și educație: noi abordări și perspective. "Ion Creanga" State Pedagogical University, 2023. http://dx.doi.org/10.46727/c.v2.24-25-03-2023.p429-432.

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The contemporary teacher is apt to possess multiple competencies that are correlated with certain commitments in educational policies, as well as anchored in everyday reality. Each of us, the teaching staff, is both an actor and a director of an educational work that seeks its coherence and completeness. The cantonment in an outdated educational paradigm by those who should ensure the continuous training of teachers could reduce their interest in improvement. The educational landscape must be reconsidered, because among other variables and aspects of professional development, attitudes, belief
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Logofatu, Bogdan, Andreea maria Visan, and Camelia Ungureanu. "GOOGLE CLASSROOM - THE NEW EDUCATIONAL CHALLENGE. PILOT TEST WITHIN THE DEPARTMENT FOR DISTANCE LEARNING." In eLSE 2015. Carol I National Defence University Publishing House, 2015. http://dx.doi.org/10.12753/2066-026x-15-166.

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The landscape of the educational area has witnessed a continuous transformation in the past years due to new technologies. Higher educational institutes from all over the world are competing in all kinds of learning experience with the main objective of finding the best practices for their students. The main purpose of all this experiences is to enrich learning through a new generation of pedagogical methods. One of the highest demands for Romanian educational system is the transition between the traditional classroom, which is limited at one teacher and his students in one room at the same ti
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MIHĂILESCU, Natalia, and Maria COVALENCO. "Organizing the process of criterion assessment through descriptors for the discipline of romanian language and literature in primary education." In International congress "Research-Innovation-Inovative Entreneurship". Ion Creangă Pedagogical State University, 2024. https://doi.org/10.46727/c.13-14-10-2023.p156-166.

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Evaluation plays a very important role in pedagogical activity. It is the process by which educational sequences are validated, but also a means of delimiting, fixing and intervening on educational contents and objectives. The main purpose of assessing the obtained school competences is the correction and continuous improvement of the teaching-learning process. As an action integrated into the educational process, evaluation is primarily a pedagogical action, having formative actions and involving objectives, methods, techniques and means specific to educational action, so that the pedagogical
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Avsheniuk, Nataliia, Nataliya Seminikhyna, and Olena Lutsenko. "English Language Curicculum for Student Teachers Training to Perform in Cultirally Diversified Settings." In ATEE 2022 Annual Conference. University of Latvia Press, 2023. http://dx.doi.org/10.22364/atee.2022.31.

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As Ukraine continues to move toward Europe and the rest of the world, it is crucial that teachers improve their English language competence. Teachers’ language proficiency corresponds with their capacity to provide effective quality education for diverse classrooms to reach global competence. Cultural diversity in the school population is becoming the norm rather than the exception in Ukraine. The recent rise in immigration is accountable for the rapid and significant demographic changes in Ukraine’s school-aged population. The study’s primary objective is to assess student teachers’ perspecti
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Ionita, Angela, Aurel Baloi, and Maria Visan. "NEXT STEPS IN PREPARING FOR GEOINFORMATION SOCIETY. A TENTATIVE FOR STRATEGIC EDUCATIONAL APPROACH." In eLSE 2016. Carol I National Defence University Publishing House, 2016. http://dx.doi.org/10.12753/2066-026x-16-220.

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Next steps in preparing for Geoinformation Society. A tentative for strategic educational approach. Angela Ioni??1, Aurel B?loi2, Maria Vi?an2 1 Research Institute for Artificial Intelligence ,,Mihai Dr?g?nescu", Romanian Academy 2 Intergraph Computer Services s.r.l. Rom?nia The Knowledge Society with its many facets including Spatially Enabled Society and Government or Geoinformation Society is the new step in the evolution of Information Society associated with a new characteristic named creativity. In this society there is a continuous and intensive demand for competence in order to overcom
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Usta, H. Gonca. "Variables Related To Teachers' Assessment Qualifications And Attitudes." In 8th International Conference on Education and Educational Psychology. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.10.58.

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ZAPATA-CÁCERES, María, Nardie FANCHAMPS, Ibrahim H. YETER, Pedro MARCELINO, and Estefanía MARTÍN- BARROSO. "Understanding Teachers’ Attitudes and Self-Assessment Towards Computational Thinking." In CTE-STEM 2022 conference. TU Delft OPEN Publishing, 2022. https://doi.org/10.34641/ctestem.2022.463.

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Narayanan, Mysore. "A Learner-Centered Student Course Portfolio." In ASME 2004 Heat Transfer/Fluids Engineering Summer Conference. ASMEDC, 2004. http://dx.doi.org/10.1115/ht-fed2004-56861.

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In this short paper the author tries to explain how a learner-centered student course portfolio has helped him to document the educational outcomes. The author has taught and is currently teaching the subject matter of Hydraulics, Hydrology and Fluid Mechanics at an undergraduate level. Here the author tries to correlate the assessment of student learning to the assessment of instructor teaching methodologies. It is well known that industry is in need of employees that are committed to long-term development and continuous improvement. The key element here is to recognize the fundamental concep
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Almeida, Luis Miguel. "DO TEACHERS� CONTINUOUS TRAINING IMPROVE ASSESSMENT LITERACY?" In 8th SWS International Scientific Conferences on SOCIAL SCIENCES - ISCSS Proceedings 2021. SGEM World Science, 2021. http://dx.doi.org/10.35603/sws.iscss.2021/s08.34.

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Pereira Martins, Maria Niedja, and Carolina Fernandes de Carvalho. "Primary School Teachers’ Attitudes to Statistics: A Transcultural Focus." In Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.icots11.t14b2.

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Different instruments analyze university students’ and pre-service teachers’ attitudes towards statistics, but few studies investigate in-service teachers’ attitudes. The attitude scale towards statistics (Estrada, 2002) has been used in some countries with in-service teachers and has presented good psychometric values. This study carried out a comparative analysis of global and by-items results of this attitudes scale applied to primary school teachers in Peru, Spain, Portugal, and Brazil derived from prior research. Results suggest that the scale is adequate for the context of Latin America,
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Reports on the topic "Teachers' attitudes and continuous assessment"

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Bynum, Nora, Georgina Cullman, Margret Domroese, Carol Fialkowski, Eleanor J. Sterling, and Julia Watkins. Classroom Assessment Techniques. American Museum of Natural History, 2009. http://dx.doi.org/10.5531/cbc.ncep.0130.

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Assessments are the primary feedback mechanism in the educational process. They provide feedback to students on how well they are meeting expectations, to teachers on how well the students are learning, and to administrators on the effectiveness of their programs. This feedback, in turn, stimulates changes and improvements and promotes continuous learning. Assessments in a conservation biology course occur before, during, and after an activity, and aim to empower both teachers and students to improve the quality of learning. This module offers an introduction to classroom assessment, describin
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Desk, Front. Report on Technology-Enabled Learning Competency Framework for Teachers in Zambia. Commonwealth of Learning (COL), 2023. http://dx.doi.org/10.56059/11599/5458.

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The Report on Technology-Enabled Learning Competency Framework for Teachers in Zambia addresses the imperative of adapting to 21st-century education demands. Amidst the rise of technology-driven learning environments, this framework emerges as a response to evolving pedagogical landscapes. Acknowledging ICT's transformative potential in education, Zambia's Ministry of General Education seeks innovation through technology-enabled learning. Yet, teacher competencies in this realm remain uneven. The Teaching Council of Zambia intervenes to uplift teachers' continuous professional development thro
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Clerkin, Aidan, George Piccio, Sylvia Denner, Vasiliki Pitsia, and Grainne McHugh. Environmental knowledge and attitudes in Ireland’s schools: Findings from TIMSS 2023. Educational Research Centre, 2025. https://doi.org/10.70092/5142220.0525.

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This report presents findings for Ireland for two aspects of students’ environmental awareness that were captured for the first time in the 2023 cycle of TIMSS (Trends in International Mathematics and Science Study). These are (i) students’ environmental knowledge – a subscale of the science assessment, drawing on selected items that are related to environmental and climate issues – and (ii) students’ attitudes towards environmental preservation. The report presents data for Fourth Class (primary) and Second Year (post-primary) students, and also describes environmentally relevant practices an
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Castro, Carolina Robledo, Tullio Vardanega, Gabriele Pozzan, Chiara Montuori, and Barbara Arfè. Characteristics and psychometric properties of computational thinking assessments in children and adolescents: A systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, 2023. http://dx.doi.org/10.37766/inplasy2023.4.0069.

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Review question / Objective: This systematic review had the objectives of: 1) collecting the measurement instruments that evaluate computational thinking in children and adolescents; 2) examining the psychometric properties and characteristics of these instruments. Eligibility criteria: Inclusion criteria: Articles discussing results of empirical studies in which CT was evaluated; articles with results of validation studies presenting and testing new TC assessment tolos; K-12 Education Student Sample.Exclusion criterio: Abstracts or proceedings are excluded, review articles or theoretical arti
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Looi, Chee-Kit, Longkai Wu, Peter Sen Kee Seow, and Wendy Huang. Researching and developing pedagogies using unplugged and computational thinking approaches for teaching computing in the schools. National Institute of Education, Nanyang Technological University, Singapore, 2020. https://doi.org/10.32658/10497/22601.

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INTRODUCTION/BACKGROUND In 2017, Singapore’s Ministry of Education implemented a new GCE ‘O’ Level Computing curriculum. The new curriculum is a distinct shift from the teaching students on the use of software technology to the development of Computational Thinking skills and programming competencies. Computing thinking skills are associated with problem solving, reasoning and logic skills that all students should develop. As Singapore moves to implement a new curriculum with a greater emphasis on the development of computational thinking and programming, the following are some of the challeng
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De Bortoli, Lisa, and Catherine Underwood. PISA 2022. A closer look at mathematics in Australia. Australian Council for Educational Research, 2025. https://doi.org/10.37517/978-1-74286-786-1.

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The Programme for International Student Assessment (PISA) is an international comparative study that assesses how well 15-year-olds, who have nearly completed compulsory schooling in most participating educational systems, can use their knowledge and skills to meet real-world opportunities and challenges. In each cycle of PISA, students are assessed in the domains of reading, mathematics and science. Each cycle has a domain that is the major focus and for which there is a higher proportion of questions than from the others. Mathematics was the major focus in the 2022 cycle. The mathematics ass
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Wernert, Nicole, Marina Schmid, and Sima Rodrigues. TIMSS 2023 Australia. Volume 1: Student performance. Australian Council for Educational Research, 2024. https://doi.org/10.37517/978-1-74286-755-7.

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The Trends in International Mathematics and Science Study (TIMSS) is an international comparative study of student achievement directed by the International Association for the Evaluation of Educational Achievement (IEA). TIMSS was first conducted in 1995 and the 2023 assessment formed the eighth cycle, providing 28 years of trends in mathematics and science achievement at Year 4 and Year 8. In Australia, TIMSS is managed by the Australian Council for Educational Research (ACER) and is jointly funded by the Australian Government and the state and territory governments. TIMSS is a key part of A
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Experimental Assessment of The Program "One Laptop Per Child" in Peru. Inter-American Development Bank, 2010. http://dx.doi.org/10.18235/0008211.

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This document presents a preliminary findings about "One Laptop per Child" program in Peru. On the one hand, were find evidence of better attitudes and expectations among teachers and parents; students that are more critical of school work and of their own performance; and a greater development of technological skills among girls and boys. On the other hand, there seems to be a decrease in the intensity of computer use in the classroom, as time passes and difficulties arise in the implementation of the project.
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Youth talk about sexuality: A participatory assessment of adolescent sexual and reproductive health in Lusaka, Zambia. Population Council, 1998. http://dx.doi.org/10.31899/rh1998.1023.

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Thirty-six percent of Zambia’s 9 million inhabitants are between 10 and 19 years of age, and most adolescents are sexually active by their mid-teens. Pregnant teenagers have an elevated risk of maternal mortality and complications related to birth. In 1990, at Lusaka’s University Teaching Hospital, self-induced abortion accounted for up to 30 percent of maternal mortality, and one-quarter of these deaths occurred in women under 18 years. Sexually transmitted infections (STIs) are a major health problem for adolescents, yet only a small proportion protect themselves from pregnancy and STIs. The
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