Primary School Teachers' Classroom-Based E-Assessment Practices: Insights from the Theory of Planned Behaviour
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| Title: | Primary School Teachers' Classroom-Based E-Assessment Practices: Insights from the Theory of Planned Behaviour |
|---|---|
| Language: | English |
| Authors: | Ying Zhan, Daner Sun (ORCID |
| Source: | British Journal of Educational Technology. 2024 55(6):2740-2759. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Elementary School Teachers, Student Evaluation, Evaluation Methods, Educational Technology, Behavior Theories, Foreign Countries, Intention, Predictor Variables, Alternative Assessment, Feedback (Response), Teacher Attitudes |
| Geographic Terms: | Hong Kong |
| DOI: | 10.1111/bjet.13478 |
| ISSN: | 0007-1013 1467-8535 |
| Abstract: | There is a global trend in the increased adoption of e-assessment in school classrooms to enhance learning. Teachers, as classroom-based assessment designers and implementers, play a vital role in such assessment change. However, little is known about school teachers' classroom-based e-assessment practices and the underlying reasons. To address this research gap, this study identified the factors influencing Hong Kong primary school teachers' e-assessment practices underpinned by the theory of planned behaviour (TPB). A large-scale survey was issued to 878 teachers via Qualtrics. Structural equation modelling (SEM) analysis shows that primary school teachers' intentions of using e-assessment and perceived behavioural control of it were the two strongest factors predicting their e-assessment practices in a general way. Specifically, teachers' intentions outweighed perceived behavioural control in determining their use of alternative e-assessment tasks and e-feedback, but this reversed for e-tests/exercises. The impact of perceived behavioural control was consistent across the three types of e-assessment practices. Furthermore, teachers' attitudes significantly influenced their intentions to use alternative e-assessment tasks, while subject norms primarily predicted their intentions to use e-feedback. The findings have implications for primary schools to take countermeasures to facilitate the successful implementation of e-assessment at the classroom level. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1443081 |
| Database: | ERIC |
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| Abstract: | There is a global trend in the increased adoption of e-assessment in school classrooms to enhance learning. Teachers, as classroom-based assessment designers and implementers, play a vital role in such assessment change. However, little is known about school teachers' classroom-based e-assessment practices and the underlying reasons. To address this research gap, this study identified the factors influencing Hong Kong primary school teachers' e-assessment practices underpinned by the theory of planned behaviour (TPB). A large-scale survey was issued to 878 teachers via Qualtrics. Structural equation modelling (SEM) analysis shows that primary school teachers' intentions of using e-assessment and perceived behavioural control of it were the two strongest factors predicting their e-assessment practices in a general way. Specifically, teachers' intentions outweighed perceived behavioural control in determining their use of alternative e-assessment tasks and e-feedback, but this reversed for e-tests/exercises. The impact of perceived behavioural control was consistent across the three types of e-assessment practices. Furthermore, teachers' attitudes significantly influenced their intentions to use alternative e-assessment tasks, while subject norms primarily predicted their intentions to use e-feedback. The findings have implications for primary schools to take countermeasures to facilitate the successful implementation of e-assessment at the classroom level. |
|---|---|
| ISSN: | 0007-1013 1467-8535 |
| DOI: | 10.1111/bjet.13478 |
