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Perceptions Of Primary School Teachers Regarding New Science And Technology Curriculum Of Turkey In Terms Of Teaching And Assessment Methods, Pinar Ozdemir, Sibel Guneysu

Essays in Education

The purpose of this study was to explore and investigate perceptions of the primary school teachers’ in 4th and 5th grade public schools on new science and technology curriculum in science and technology classes in Turkey. Whether primary school teachers familiar with the improvements in science and technology curriculum and whether they feel themselves adequate in terms of theoretical knowledge and application of the new approaches in science and technology lessons were also investigated.

The research type of this study includes survey and qualitative research in nature which are non-experimental research methods. The quantitative part of this study includes questionnaire …

Towards Student Involvement In Essay Assessment, Aynur Yürekli, Evrim Üstünlüoğlu

Essays in Education

In language teaching, assessment is one of the most formidable challenges for both the students and the teachers. Especially, when the assessment of productive skills which are subjective by their nature are concerned, the "challenge" could very well turn into a "nightmare" for both parties. In order to avoid this undesired possibility, the attitude of the grader and the students towards the evaluation rubric is as vital as the rubric itself.

This study describes the standardization process of the writing rubric for the assessment of essays, which is accepted both by the graders and the learners who are subject to …

Conceptualizing Constituent Perceptions Of Success Towards Public Education, Sean M. Lennon

Essays in Education

The aggressive age of assessment and accountability to which the American public school system belongs, belies the dichotomy, or disparate and passionate views of how to appropriately determine growth or success of learning for our students. The differences are startling; polar opposites of conception and ideal, and controversial, with educational professionals at odds with policy makers and the general public. At issue, or the core of this debate, is the question of what is the most effective way in assessing our schools and the children within them? Is there really one way to assess or determine success and are we …

Quiet, Do Not Disturb: Prying Open The Door To Examine Our Worlds Of Testing And Assessment, Amma Akrofi, Carole Janisch, Mellinee Lesley, Robin Griffith, Xiaoming Liu

Essays in Education

Teacher educators recount their personal experiences related to testing and assessment. Through the examination of these experiences stemming from collegial conversations, the individuals have come to better understand the issues and challenges their university students, preservice and inservice teachers, will face in their classroom settings. Along with theory and research, the realities encountered by these individuals become “course capital.” The content of their current and future university literacy courses and assessment courses reflects their renewed emphasis on responsive and child-centered instruction as opposed to the untoward focus on testing.

Tension And Conflict In Assessment, Viola Wong Yuk-Yue

Essays in Education

The paper aims at bringing out some of the intricacies and delicate issues related to language assessment in a discussion that places language learning in an educational context. The paper will include a study that has been carried out on the learning of English as a second language and the means of assessing English language proficiency among a group of first-year university Chinese students. Data were collected through interviews. The study highlights relationships among the espoused aims of the institution, the philosophy of the teaching and the aspiration of students as well as the resultant interactive forces that have given …

How Will No Child Left Behind Improve Student Achievement? The Necessity Of Classroom-Based Research In Accountability Reform., Stephanie W. Cawthon

Essays in Education

No Child Left Behind (2001) legislation emphasizes the use of large-scale assessments in evaluating student proficiency in core academic areas. Classroom-based measures of proficiency, such as research projects, classroom assessments, and homework assignments, also provide rich data regarding students’ academic progress. This article articulates three areas where classroom-based measures can complement the large-scale assessment data used in NCLB reports of school, district and state progress: 1) Alignment of curriculum to state standards, 2) Assessment of student achievement, and 3) Identifying strategies for teaching in a diverse classroom. Making links between classroom instruction, student work, and large-scale assessment will be critical …

The Evolution Of Portfolios In Teacher Education, Nancy D. Turner

Essays in Education

Portfolios have been used in many fields of study to highlight the best work of individuals. In teacher education, portfolios serve as an authentic assessment, in that they contain artifacts representative of the preservice teacher’s performance in the classroom. As teachers are accountable for an in-depth understanding and implementation of teaching standards, portfolios can become the avenue for documenting how these standards are being met. The teacher preparation program at Saint Mary’s College, Notre Dame, Indiana has utilized portfolios since 1994. Over the years, these portfolios have evolved from their inception to a performance-based evidence that indicates the attainment of …