Classroom Assessment in Malawi: Teachersâ Perceptions and Practices in Mathematics
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The data suggest that teachers perceive classroom assessment as tests that teachers give to their students at specified time intervals. What teachers said about their teaching was not reflected during their teaching. Since teachers perceived classroom assessment as tests, they showed limited ability to use different methods and tools to assess their students while teaching.
The teachersâ perceptions of classroom assessment have influence on their classroom assessment practices. Five of the six teachers perceived assessment as testing, and classroom assessment practices were not clearly embedded in their teaching.
Teacher experience and teacher education program did not seem to contribute much to teachersâ perceptions of classroom assessment; however, teacherâ s academic qualification seemed to influence teachersâ flexibility to accept new ideas.
- Doctoral Dissertations