Abstract
This study investigated the self-reported instructional assessment practices of a selected sample of secondary school science teachers in Barbados. The study sought to determine if there were statistically significant differences in the instructional assessment practices of teachers based on their sex and teacher quality (teaching experience, professional qualification and teacher academic qualification). It also sought to determine the extent to which each of these four selected variables individually and jointly affected the teachers’ report of their instructional assessment practices. A sample of 55 science teachers from nine secondary schools in Barbados was randomly selected to participate in this study. Data was collected by means of a survey and was analyzed using the means and standard deviations of the instructional assessment practices scores and linear, multiple and binary logistic regression. The results of the study were such that the majority of the sample reported good overall instructional assessment practices while only a few participants reported moderate assessment practices. The instructional assessment practices in the area of student knowledge were mostly moderate as indicated by the sample. There were no statistically significant differences between or among the mean scores of the teachers’ reported instructional assessment practices based on sex ( t = 0.10; df = 53; p = 0.992), teaching experience ( F[4,50] = 1.766; p = 0.150), the level of professional qualification (F[3,45] = 0.2117; p = 0.111) or the level of academic qualification (F[2,52] = 0.504; p = 0.607). The independent variables (teacher sex, teaching experience, teacher professional qualification or teacher academic qualification) were not significant predictors of the instructional assessment practices scores. However, teacher sex was a significant predictor of the teachers’ report of good instructional assessment practices. The study also found that the joint effect of the variables teacher sex, teaching experience, teacher professional qualification and teacher academic qualification was not significant in predicting the instructional assessment practices scores of the science teachers. However, the joint effect of these variables was statistically significant (X 2 = 18.482; df = 10; p = 0.047) in predicting the teachers’ reported use of good instructional assessment practices. The best predictor of teachers’ report of good instructional assessment practices, though not statistically significant, was the diploma in education professional qualification.
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Appendices
Appendix
Dear science teacher,
This questionnaire has two sections: A and B. Please read the instructions for each section before responding and do so to the best of your ability.
Section A: Demographic information
Place a tick (√) in the box which best represents your answer.
Section B: Attitudes towards Instructional Assessment Practices
Indicate your answer on the questionnaire by circling:
-
SD if you strongly disagree
-
D if you disagree with the statement
-
A if you agree with the statement
-
SA if you strongly agree with the statement
If you change your mind about a response, cross out the old answer and circle the new choice.
Item No. | Item | SD | D | A | SA |
1 | It is important for teachers to assess the students’ attitudes. | SD | D | A | SA |
2 | I place heavy focus on recall of factual details when I assess students. | SD | D | A | SA |
3 | It is not a good practice to review assessment questions before administering. | SD | D | A | SA |
4 | It is a good idea to discuss assessment questions critically with peers. | SD | D | A | SA |
5 | When developing assessments, I ensure that the assessment is appropriate for measuring the learning outcomes. | SD | A | SA | |
6 | Learning is not enhanced by means of assessments. | SD | D | A | SA |
7 | Assessments only measure student achievement. | SD | D | A | SA |
8 | It is not possible to assess students’ scientific attitudes. | SD | D | A | SA |
9 | I assess students in a limited time period. | SD | D | A | SA |
10 | Assessments can provide opportunity for individual learning. | SD | D | A | SA |
11 | I give assessments only at the end of a lesson or unit. | SD | D | A | SA |
12 | I am able to assess students’ science process skills. | SD | D | A | SA |
13 | Assessment of the students’ skills is important. | SD | D | A | SA |
14 | I am aware of my colleagues’ assessment practices. | SD | A | SA | |
15 | I asses student learning by listening to their conversations as they work. | SD | D | A | SA |
16 | When developing assessments, I develop clear criteria for scoring. | SD | D | A | SA |
17 | It is not possible for me to assess students’ use of science process skills. | SD | D | A | SA |
18 | Teachers can only assess what students know. | SD | D | A | SA |
19 | Peer assessments are valuable to student learning. | SD | D | A | SA |
20 | Sharing ideas about assessment practices with other teachers helps me to improve my assessment practices. | SD | D | A | SA |
21 | When developing assessments, I clearly specify the learning outcomes. | SD | D | A | SA |
22 | The main purpose of assessment of students is for assigning grades. | SD | D | A | SA |
23 | I assess student learning while teaching. | SD | D | A | SA |
24 | When developing assessments I do NOT outline the guidelines for administering the assessment. | SD | D | A | SA |
25 | I develop assessments that provide information that is meaningful, dependable and relevant to the students. | SD | D | A | SA |
26 | I give students feedback while they are learning. | SD | D | A | SA |
27 | I use assessment results to reveal students’ weaknesses. | SD | D | A | SA |
28 | I assess student knowledge more than any other kind of learning outcomes. | SD | D | A | SA |
29 | One kind of assessment is adequate to gauge student learning. | SD | D | A | SA |
30 | End of year examinations cannot be used to improve instruction. | SD | D | A | SA |
31 | I assess student knowledge using means other than that of tests. | SD | D | A | SA |
32 | I do not know how to assess the students’ attitudes. | SD | D | A | SA |
33 | Hands-on experiences are difficult to assess. | SD | D | A | SA |
34 | I assess student learning collaboratively with other teachers. | SD | D | A | SA |
35 | I contribute to the development of positive attitudes to science in students. | SD | D | A | SA |
36 | When I assess students, heavy emphasis is placed on facts, concepts, principles, laws and theories. | SD | D | A | SA |
37 | In my class, students are allowed opportunities to display their skills. | SD | D | A | SA |
38 | I can learn about different assessment practices from other teachers. | SD | D | A | SA |
39 | I am able to assess students’ attitudes to science as they perform classroom tasks. | SD | D | A | SA |
Table of specifications for Section B of questionnaire
Category | Questions |
General assessment practices | 3, 6, 9, 19, 29, |
Collaborative assessment practices | 4, 14, 20, 34, 38 |
Formative assessment practices | 10, 15, 23,26, 27 |
Summative assessment practices | 7, 11, 22, 30 |
Assessment of student knowledge | 2, 18, 28, 31, 36 |
Assessment of student skills | 12, 17, 13, 33, 37 |
Assessment of student attitudes | 8, 1, 32, 35, 39 |
Assessment development process | 5, 16, 21, 24, 25 |
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Ogunkola, B.J., Archer-Bradshaw, R.E. Teacher Quality Indicators as Predictors of Instructional Assessment Practices in Science Classrooms in Secondary Schools in Barbados. Res Sci Educ 43, 3–31 (2013). https://doi.org/10.1007/s11165-011-9242-5
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DOI: https://doi.org/10.1007/s11165-011-9242-5