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Teachers' Perceptions and Practices of Classroom Assessment in Secondary School Science Classes in Bangladesh

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Title: Teachers' Perceptions and Practices of Classroom Assessment in Secondary School Science Classes in Bangladesh
Language: English
Authors: Rahman, Md. Mehadi
Source: Online Submission. Jun 2018 7(6):254-263.
Peer Reviewed: N
Page Count: 10
Publication Date: 2018
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Descriptors: Foreign Countries, Secondary School Science, Teacher Attitudes, Educational Practices, Student Evaluation, Evaluation Methods, Statistical Analysis, Qualitative Research, Questionnaires, Lesson Observation Criteria, Interviews, Class Activities, Questioning Techniques, Feedback (Response)
Geographic Terms: Bangladesh
ISSN: 2319-7064
Abstract: Classroom assessment is an essential part of education. The study investigated teachers' perceptions of classroom assessment and their current classroom assessments practices in secondary science in Bangladesh. Specifically, the study sought to gain an understanding of to what extent teachers use different classroom assessment strategies to understand and to support both teaching and learning processes and how their perception is related with their classroom assessment practice. The study was mainly quantitative with some integration of qualitative approach. Data sources were secondary science teachers and their science classrooms. The study used a questionnaire to establish the teachers' perceptions of classroom assessment in science, a lesson observation protocol, and pre-lesson and post-lesson observation interview protocols as main sources of data collection. A total of thirty teachers (twenty male and ten female) were chosen randomly from six secondary schools in Dhaka city. The findings suggest that teachers perceive classroom assessment as summative assessment. What teachers said about their classroom assessment practice was not reflected during their teaching. Therefore, the teachers' perceptions of classroom assessment have no significant relation with their classroom assessment practices.
Abstractor: As Provided
Number of References: 32
Entry Date: 2018
Accession Number: ED583759
Database: ERIC
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  Data: Teachers' Perceptions and Practices of Classroom Assessment in Secondary School Science Classes in Bangladesh
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  Data: <searchLink fieldCode="AR" term="%22Rahman%2C+Md%2E+Mehadi%22">Rahman, Md. Mehadi</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Online+Submission%22"><i>Online Submission</i></searchLink>. Jun 2018 7(6):254-263.
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  Data: N
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  Label: Page Count
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  Data: 10
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  Label: Publication Date
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  Data: 2018
– Name: TypeDocument
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  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Science%22">Secondary School Science</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Practices%22">Educational Practices</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Evaluation%22">Student Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Evaluation+Methods%22">Evaluation Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Statistical+Analysis%22">Statistical Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Qualitative+Research%22">Qualitative Research</searchLink><br /><searchLink fieldCode="DE" term="%22Questionnaires%22">Questionnaires</searchLink><br /><searchLink fieldCode="DE" term="%22Lesson+Observation+Criteria%22">Lesson Observation Criteria</searchLink><br /><searchLink fieldCode="DE" term="%22Interviews%22">Interviews</searchLink><br /><searchLink fieldCode="DE" term="%22Class+Activities%22">Class Activities</searchLink><br /><searchLink fieldCode="DE" term="%22Questioning+Techniques%22">Questioning Techniques</searchLink><br /><searchLink fieldCode="DE" term="%22Feedback+%28Response%29%22">Feedback (Response)</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Bangladesh%22">Bangladesh</searchLink>
– Name: ISSN
  Label: ISSN
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  Data: 2319-7064
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Classroom assessment is an essential part of education. The study investigated teachers' perceptions of classroom assessment and their current classroom assessments practices in secondary science in Bangladesh. Specifically, the study sought to gain an understanding of to what extent teachers use different classroom assessment strategies to understand and to support both teaching and learning processes and how their perception is related with their classroom assessment practice. The study was mainly quantitative with some integration of qualitative approach. Data sources were secondary science teachers and their science classrooms. The study used a questionnaire to establish the teachers' perceptions of classroom assessment in science, a lesson observation protocol, and pre-lesson and post-lesson observation interview protocols as main sources of data collection. A total of thirty teachers (twenty male and ten female) were chosen randomly from six secondary schools in Dhaka city. The findings suggest that teachers perceive classroom assessment as summative assessment. What teachers said about their classroom assessment practice was not reflected during their teaching. Therefore, the teachers' perceptions of classroom assessment have no significant relation with their classroom assessment practices.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: Ref
  Label: Number of References
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  Data: 32
– Name: DateEntry
  Label: Entry Date
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  Data: 2018
– Name: AN
  Label: Accession Number
  Group: ID
  Data: ED583759
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 10
        StartPage: 254
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Secondary School Science
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Educational Practices
        Type: general
      – SubjectFull: Student Evaluation
        Type: general
      – SubjectFull: Evaluation Methods
        Type: general
      – SubjectFull: Statistical Analysis
        Type: general
      – SubjectFull: Qualitative Research
        Type: general
      – SubjectFull: Questionnaires
        Type: general
      – SubjectFull: Lesson Observation Criteria
        Type: general
      – SubjectFull: Interviews
        Type: general
      – SubjectFull: Class Activities
        Type: general
      – SubjectFull: Questioning Techniques
        Type: general
      – SubjectFull: Feedback (Response)
        Type: general
      – SubjectFull: Bangladesh
        Type: general
    Titles:
      – TitleFull: Teachers' Perceptions and Practices of Classroom Assessment in Secondary School Science Classes in Bangladesh
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              M: 06
              Type: published
              Y: 2018
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              Value: 2319-7064
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