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Dissertations / Theses on the topic 'Teachers' attitudes and continuous assessment'

Author: Grafiati

Published: 4 June 2025

Last updated: 1 August 2025

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1

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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2

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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3

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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4

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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5

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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7

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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8

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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9

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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10

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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11

Matheus, Hilya. "Investigating the implementation of continuous assessment by grade 7 Social Studies teachers in the Oshana education region." Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1003475.

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Since independence in 1990, Namibia’s Ministry of Education Sport and Culture has focused on curriculum and assessment reforms. The introduction of Continuous Assessment (CA) for appraising learners’ achievement was considered to be a very important aspect of teaching and learning. This study focused on the implementation of CA in schools. The study explores how the selected grade 7 Social Studies teachers understand and implement CA. This study was conducted in the Oshana region of Namibia. Four grade 7 Social Studies teachers participated from two different schools. This study was done throu

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12

Chao, Yan-ki, and 周恩琪. "English teachers' implementation of school-based assessment (SBA): is professional consciousness a determinantof teachers' practice?" Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B45176127.

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13

Amedeker, Mawuadem K. "The status and quality of continuous assessment in junior secondary science in Ghana." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2007. https://ro.ecu.edu.au/theses/290.

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Continuous assessment is a major national curriculum innovation in Ghana but has been subject to limited research. Current literature has shown that diagnostic and formative assessments which can be purposes for continuous assessment are powerful in improving student learning and learning outcomes. This study sampled 158 junior secondary science teachers in two education districts in Ghana and surveyed them to determine the status, purpose and quality of continuous assessment in junior secondary science. Interviews with students, teacher educators and education officers, and students' focus gr

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14

Marole, Makgomo Victoria. "Teachers' perceptions of pupil behaviours: a study of high school teachers' attitude." Thesis, University of the Western Cape, 1994. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_3172_1183471630.

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15

Al, Sawafi Omar S. M. "Investigating English teachers' beliefs and practices in relation to the Continuous Assessment reform in the Sultanate of Oman." Thesis, University of Leeds, 2014. http://etheses.whiterose.ac.uk/8101/.

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This thesis presents the findings of a study, which investigated the beliefs, and practices of teachers of English with regard to the Continuous Assessment (henceforth CA) reform in the assessment system in the Sultanate of Oman. The study also examined how teachers’ beliefs and other contextual factors influence the way teachers interpret and implement the CA reform. The ultimate aim of the study was to develop an understanding of the relationship between teachers’ beliefs and their actual CA practice, which as a result extends our understandings of the implementation of CA and the challenges

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16

Mann, Simon. "Putting assessment for learning into pratice: a collaborative approach involving senior secondary school studentsand teachers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B41897146.

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17

Griffin, Felica M. "An Investigation of the Relationship of Teachers' Attitudes Towards a Computer-Based Assessment System and Student Achievement." Thesis, Lindenwood University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3734013.

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<p> Since the introduction of No Child Left Behind (NCLB), districts across the country implemented computerized benchmark, or interim assessments, into their curriculum as a means to monitor and improve student achievement. Often, a change in curriculum entails a demand of educators’ time, whether through professional development or lesson planning, and therefore affects teachers’ attitudes. The purpose of this study was to determine what, if any, relationship there was among middle school teachers’ attitudes, monthly computerized benchmark assessments, and student scores on

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18

Brown-Oyola, Janice Lorraine. "The Difference in Attitudes of Regular and Special Education Teachers Toward Inclusion." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3241.

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Inclusion has been introduced throughout the educational community as a method to increase math and reading scores of underachieving schools on standardized tests. The problem was that teachers were not effectively implementing inclusion. Guided by Bandura's (1994) self-efficacy theory, which hypothesizes that a person's sense of efficacy provides information of their capability and the ability to assess their performance, the purpose of this quantitative quasi-experimental study was to determine if there was a significant difference in attitudes on inclusion between regular and special educat

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Ng, Ka-ming, and 吳家明. "The impact of prior experience on teachers' perceptions of standards-referenced assessment." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B4003981X.

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20

Kelleher, Shannon R. "Teachers’ Beliefs About Mental Health Issues." CSUSB ScholarWorks, 2014. https://scholarworks.lib.csusb.edu/etd/16.

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This study examined teachers’ beliefs about mental health issues in students. A quantitative research method was utilized, and survey instrument was created modeled after the theory of planned behavior. Thirty-seven teachers were surveyed in five areas in relation to their beliefs about assessment and referral; including, previous assessment and referral; mental health training; attitudes toward assessment and referral; the perceived social normality of assessment and referral; and perceived self-efficacy or behavior control. These five areas became independent variable measures, with the depe

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21

Yeung, King-sing, and 楊景城. "A Knowledge Management System for school assessment." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B40039900.

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22

Chow, Kit-ling Lena, and 周潔玲. "A comparison of teachers' and students' perceptions of the purpose andvalue of assessment within project work." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B3015294X.

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23

Davis, Martha. "Analysis of the Relationship Between Levels of Ability Grouped Students & Their Attitudes Toward Teachers & the Learning Process." TopSCHOLAR®, 1990. https://digitalcommons.wku.edu/theses/2238.

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The purpose of this study was to investigate the relationship between the ability grouping of a student and his/her attitude toward teachers and the learning process. Three groups of students enrolled in the Logan County School System in the spring of 1988 were administered the Arlin-Hills Attitude Survey. These groups of students were those who had been identified as gifted/talented, special education (EMH or LD) and regular class students. The findings of this study indicated that the three groups did not differ significantly in attitudes toward teachers or attitudes toward the learning proc

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24

McCoy, Krista. "An assessment of teacher perceptions and attitudes regarding students in their classroom with a sibling with special needs." Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008mccoyk.pdf.

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25

Chun, Yuk-wah, and 秦玉華. "The implementation of formative assessment in teaching business fundamentals by two secondary school teachers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B40039791.

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26

Yung, Hin-wai Benny, and 容顯懷. "Teachers' beliefs and their teaching of practical work in a school-based assessment scheme." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31241335.

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27

Chung, Chui-ngor Jenny, and 鍾翠娥. "Teachers' perception of the assessment mechanisms of the subject of English in primary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31961599.

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28

King, Holly M. King. "Teacher Affective Attitudes Inventory: Development and Validation of a Teacher Self-Assessment Instrument." Antioch University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1499723746040929.

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29

Tam, Sau-wai Jenny, and 譚秀慧. "How teachers manage curriculum change in school-based assessment (SBA): case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B45007937.

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30

Newton, William Frazier. "An Investigation of Relationships Between Teacher and Administrator Knowledge and Perception of the Texas Assessment of Academic Skills and Student Performance." Thesis, University of North Texas, 2001. https://digital.library.unt.edu/ark:/67531/metadc5812/.

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The purpose of this study was to (1) gather information regarding knowledge of TAAS and perceptions (attitudes) about TAAS (excluding the current battery of End of Course Tests) from teachers and administrators; (2) relate teacher and administrator knowledge and perceptions of the test to student test performance as reported in the Academic Excellence Indicator System (AEIS) Reports. Answers to the following questions were sought: 1. To what extent do teachers and administrators possess different levels of knowledge regarding TAAS, and different attitudes toward TAAS about its purpose and use

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31

Chia, Steven Puay Chong. "An investigation into student and teacher perceptions of, and attitudes towards, the use of information communications technologies to support digital forms of summative performance assessment in the applied information technology and engineering studies courses in Western Australia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2016. https://ro.ecu.edu.au/theses/1806.

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This study investigated the connections between teachers’ and students’ perceptions of, and attitudes towards, the use of Information and Communications Technologies (ICT) to support assessment in senior secondary courses in Western Australia, and the feasibility of such support in various forms. This investigation focused on the main characteristics of these perceptions, and attitudes and their relationships with curriculum, pedagogy, assessment and ICT. The findings provide guidelines for educators in using ICT to support summative performance assessment. My study was part of the main resear

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Sweatt, Shelley S. "The Relationship Among Teacher Expectations, Teacher Attitudes Toward the TAAS, and Student Achievement." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2691/.

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Accountability is a major issue in education and in Texas, the TAAS test is used to indicate performance of students, teachers, campuses, and districts. The stakes are high for students, as performance on this test has determined whether they progress to another grade and whether they will receive a diploma. Most research studies focus on relationships between the teacher and individual students or groups of students, but not classrooms. Expectations and high stakes testing are central within the educational process, and their relationship on student achievement should be investigated, especia

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Schlauch, Diane L. "A cross-sectional study of preservice and beginning teachers' attitudes and feelings of preparedness to work with students with disabilities." [Johnson City, Tenn. : East Tennessee State University], 2003. https://dc.etsu.edu/etd/753.

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Thesis (Ed. D.)--East Tennessee State University, 2003.<br>Title from electronic submission form. ETSU ETD database URN: etd-0326103-213146. Includes bibliographical references. Also available via Internet at the UMI web site.

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Ng, Ina, and 伍靜雅. "An exploration of the perception of secondary four students and teachers of the school based-assessment (SBA) in an English-mediumsecondary school in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B38748356.

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Ragland, George B. 1953. "An Assessment of Occupational Investigation Courses in Texas in Relationship to Mainstreamed Handicapped Students Served." Thesis, North Texas State University, 1988. https://digital.library.unt.edu/ark:/67531/metadc332122/.

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The purpose of the study was to determine if occupational investigation teachers and vocational administrators held similar or differing attitudes toward the occupational investigation courses in relation to the mainstreamed handicapped students they served. The following conclusions were warranted from the findings of the analyses of the data. Findings derived from multiple T tests indicate that occupational investigation teachers perceive all survey item statements concerning Admission, Review, and Dismissal (ARD) meetings and the content of Individual Education Programs (IEPs) as occurring

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Heisinger, Dolores Adan. "Factors That Motivate Washington State Teachers to Participate in Professional Growth and Development." PDXScholar, 1994. https://pdxscholar.library.pdx.edu/open_access_etds/4753.

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The major focus of this study was the identification of factors that motivate teachers to participate in professional growth and development activities. Although teachers may be motivated to participate in staff development for different reasons, it was hypothesized that common factors forming an identifiable incentive profile could be found. Within the focus of the study, three primary questions were asked: (a) What are the needs, incentives or motivators that influence teachers to further their professional development? (b) What are the relative strengths of the various needs, incentives or

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Hammad, Mahbuba. "FACTORS INFLUENCING ATTITUDES AND MOTIVATION TOWARD READING ARABIC: THE IMPACT OF LEVELED READING ON THE EXPERIENCES OF LANGUAGE LEARNERS AND TEACHERS." CSUSB ScholarWorks, 2017. https://scholarworks.lib.csusb.edu/etd/607.

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This research study employed a mixed methods design with concurrent procedures. The study sought to determine the underlying constructs of Arabic reading attitudes and motivation among university Arabic language learners in the United States; and how students’ reading experiences differ in courses with an Arabic leveled reading intervention, compared to typical/mainstream Arabic courses where the integration of leveled reading is practically non-existent. The study also sought to understand the experience of instructors teaching both of these types of courses simultaneously. The quantitative a

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Yung, Wing-yee Angela, and 翁詠儀. "Thoughts and practice of a Hong Kong teacher in mathematics alternative assessment via concerns-based adoption model." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B45884067.

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Lupondo, Yolanda. "Understanding epilepsy within historically black schools in the Western Cape." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/4309.

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Thesis (MEdPsych (Educational Psychology))--University of Stellenbosch, 2010.<br>ENGLISH ABSTRACT: This study was conducted within historically black schools in the Western Cape. According to (HSRP@historicsschools.org.za) historically Black schools are identified as schools which under the apartheid government were racially segregated schools, situated mainly in residential areas populated by people classified as black, for the exclusive use of people in this racial classification category. The purpose of this study was to explore educators', parents' and learner understands of epilepsy.

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McAdoo, Penny Coyne. "The Effect of Professional Development in Performance Assessment on Mathematics Achievement and Attitude." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc277837/.

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The problem of this study was to determine the effect of professional development in the use of performance assessment in fourth grade mathematics on student achievement and attitude toward mathematics. Achievement was measured by subtest and total mathematics scores on norm-referenced and criterion-referenced tests. Attitude was measured by a survey of student attitudes.

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Maluma, T. R. "The attitude of educators towards assessment in schools where learners with barriers are included: a case study." Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/2821.

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Assignment (MEd (Educational Psychology))--Universsity of Stellenbosch, 2009.<br>Within the movement towards an inclusive society in South Africa, learners experiencing learning barriers are included in mainstream schools. With the inclusion of these learners, there seems to be a trend of learners repeating the same grade more than twice. There seems to be a problem with regard to assessment in classrooms where these learners are present, which could be related to teachers' skills and attitudes. This is a problem found in Venda, Limpopo Province in the Dzindi circuit. Learners experiencing lea

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Barnes, Bruce D. "Perceptions of students from a Korean university about the attributes of effective lecturers of English as a foreign language." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2008. https://ro.ecu.edu.au/theses/228.

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The purpose of this study was to gain an understanding of what Ewha Womans University students perceive to be the attributes of effective EFL lecturers and to measure the levels of importance they place on each of these attributes. The first section of the study (Stage 1) elicited a list of attributes from a stratified sample of the freshmen students enrolled in EFL. The second section (Stage 2) gathered and analysed ratings and rankings of these attributes from a proportional-stratified sample of the same population. In the end, a list of attributes was produced with corresponding discussion

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Leitao, Natalie C. "Teacher-student relationships in primary schools in Perth." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2008. https://ro.ecu.edu.au/theses/196.

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This study investigated teacher-student relationships at Perth metropolitan schools in Western Australia. From the literature, three key social and emotional aspects that affect teacher-student relationships, namely, Connectedness, Availability and Communication, were identified as important to good, positive teacher-student relationships. Data were collected in four parts: (1) through a teacher questionnaire; (2) through a student questionnaire; (3) through teacher interviews; and (4) through student interviews. The three relationship aspects formed the structure of a teacher questionnaire in

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Tam, Chung-wai, and 譚仲偉. "The impact of the medium of instruction on assessment: a comparative study of S.1 history in two English mediumof instruction schools and two Chinese medium of instructionschools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B35512842.

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Lyle, Jessica. "The reality of reform : teachers reflecting on curriculum reform in Western Australia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2013. https://ro.ecu.edu.au/theses/698.

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Australia is implementing its first national curriculum, the Australian Curriculum, after many years of debate regarding the validity and practicality of such an undertaking. Although it is widely accepted that “the effects of education policies and programs depend chiefly on what teachers make of them” (Cohen & Ball, 1990, p. 233), little is known about teachers’ perceptions of the Australian Curriculum or their prior experiences of mandatory curriculum reform as they begin engaging with this unique reform. To provide a means of exploring these perceptions and experiences, 18 teachers, four H

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Fiser, Timothy Paul. "Impact of Teacher Feedback on the Development of State Issued Scoring Guides for Science Inquiry and Engineering Design Performance Assessments." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/991.

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In 2010, Oregon Department of Education (ODE) developed a set of rubrics designed to score a state required performance assessment targeting Science Inquiry (SI) and Engineering Design (ED) skills. During the development of the rubrics, ODE invited six panels of teachers to provide feedback on an early draft of the rubrics. This case study analyzed the teachers' feedback and the revisions of the rubrics to identify the types of feedback teachers offered and how ODE used that feedback to develop the rubrics. The results showed the teachers' feedback focused on defining the skills students were

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Mpapalika, Kibuna Mrisho. "Tanzania science teachers' practices and challenges in continuous assessment." Thesis, 2014. http://hdl.handle.net/10539/15822.

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A Research dissertation submitted to the School of Education, University of Witwatersrand- Johannesburg in partial fulfillment of the requirement for the degree of Master of Education (M Ed). December, 2013<br>This study investigated the practices and challenges of Tanzanian Science teachers’ in continuous assessment (CA). Fifty participants were involved were science teachers conveniently selected from three secondary schools in Kibaha District, Tanzania. The study was guided by two core research questions: (1) what is the nature of the practices of science teachers in continuous assessment?

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Waid, Brandie Elisabeth. "Pre-service Mathematics Teacher Beliefs and Growth Mindset Assessment Practices." Thesis, 2018. https://doi.org/10.7916/D88S65ZB.

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Research from the fields of psychology and education suggests that a student’s mindset (beliefs about their intelligence or ability) has a tremendous impact on their setting of goals, reactions to setbacks and failures, and academic performance (Aronson, Fried, & Good, 2002; Blackwell, Trzensiewski, & Dweck, 2007; Dweck, 2000; Dweck, 2006; Good, Aronson, & Inzlicht, 2003; Good, Rattan, & Dweck, 2012; Hong, Chiu, Dweck, Lin, & Wan, 1999). It has also been found that teachers’ mindsets do not necessarily predict their students’ mindsets, namely because teachers do not always teach in ways that a

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Koloi-Keaikitse, Setlhomo. "Classroom assessment practices : a survey of Botswana primary and secondary school teachers." 2012. http://liblink.bsu.edu/uhtbin/catkey/1666092.

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The Classroom Assessment Practices and Skills (CAPS) questionnaire was administered to a sample of 691 primary and secondary school teachers in Botswana,Southern Africa to survey their thoughts about classroom assessment and identify classroom assessment practices teachers perceive to be skilled and those that they used most. The study examined the discrepancies between teachers’ perceived skill and use of classroom assessment practices. Exploratory factor analysis generated four factors from “Thoughts about Assessment” and six factors for skill and use of classroom assessment practices. Botsw

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Uiseb, Ismael. "The role of teachers in continuous assessment : a model for primary schools in Windhoek." Diss., 2009. http://hdl.handle.net/10500/3437.

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This dissertation could be viewed as being exploratory on the role that teachers play in continuous assessment in Windhoek primary schools. The demand for new knowledge, skills and abilities necessitate the change in assessment of learning. The various literature that the researcher consulted indicate that not only Namibia, but many other countries worldwide have implemented continuous assessment methods in schools. The challenges and experiences with regard to continuous assessment in these countries are somehow different although there are also some commonalities. Thus, sharing and exchangi

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