Knowledge, Perception, Practices and Challenges of Assessment for Learning (AfL) among First Cycle Primary School Teachers in Somali Regional State
Journal Title: IOSR Journal of Humanities and Social Science - Year 2019, Vol 24, Issue 1
Abstract
The purpose of this study was to investigate teacher’s knowledge and perception towards assessment for learning. Besides, factors that affect the implementation of assessment for learning was examined. For such pursuit, four were das were selected purposely for the study. First cycle primary schools existed in these Woredas were selected purposefully. In the study 82 teachers, 12 principals and 4 Wereda education experts were participated in the study. Questionnaire, and interview guides were used to trap data from the study areas. The main findings of the research showed that teachers did not have knowledge of assessment for learning. What is more practiced and common is administering test, mid-exam and final exam (summative type) than continuous assessment. Both teachers and school directors did not understand the function of AfL and misuse it. Committee was assigned to develop items for exams and perceived the process as assessment for learning which was not reflecting the essence of assessment for learning. Besides, teachers did not have positive view towards assessment for learning. This stance and perception hampered the AfL implementation and the value it has for students learning and outcomes. Teachers did not believe that assessment for learning has a significant value in enhancing student’s strength by identifying their need and weakness in continuous learning engagement via the application of assessment for learning. This was happened due to different factors such as large class size, time taking or insufficient time to apply AfL, lack of teacher’s skill to apply AfL, lack of teacher’s guide and subject syllabus for AfL and there were no supplementary materials to make use of assessment for learning effectively. So as to effectively apply AfL in schools, ministry of education, region education bureaus and Woreda education offices shall develop AfL implementation manual, AfL teacher’s evaluation guide as well as provide continuous training for teachers, directors, and supervisors.
Authors and Affiliations
Beide Melaku Bezabih (PhD), Yigzaw Haile Yigzaw (PhD), Abdi Ahmed Garad (PhD Candidate)
Keywords
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- EP ID EP442123
- DOI 10.9790/0837-2401062133.
- Views 58
- Downloads 0
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