EXAMINING THE QUALITY OF TEACHERS' CLASSROOM ASSESSMENT: A MIXED METHODS RESEARCH

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ALIZADEH SH.; SALEHI K.; MOGHADAMZADEH A.

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Journal: Research in School and Virtual Learnin Year:2017 | Volume:5 | Issue:1 (17) Page(s): 63-84

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Title

EXAMINING THE QUALITY OF TEACHERS' CLASSROOM ASSESSMENT: A MIXED METHODS RESEARCH

Author(s)

ALIZADEH SH. | SALEHI K. | MOGHADAMZADEH A. | Issue Writer Certificate

Keywords

CLASSROOM ASSESSMENTQ1

ASSESSMENT OFQ1

FOR AND AS LEARNING (AOL/ AFL/ AAL)Q1

TEACHERSQ2

MIXED METHODS RESEARCHQ1

Abstract

The quality of measurement learning system is one of the most important transformational processes in educational system and it effects method, the extent of learning and develop life skills. Development in the field of CLASSROOM ASSESSMENTs have passed three approaches of measuring (AAL, AFL, AOL). The approach to measuring is the newest approach, by targeting and providing suitable conditions, provide the context of formation and enhancement of student’ s competencies as independent, flexible and critical citizens. In this study in order to examine the level of awareness and using three dimensional approaches by TEACHERS in a sequential three steps process has been passed. reviewing the history of the research and interviewing experts to identify the markers by distinguishing three-dimensional approaches; b) implementing a questionnaire to measure the level of familiarity of TEACHERS with approaches Triple, and (c) Compilation of the log of behavior and observation performance of 11 TEACHERS in the class process. Sample selection has been targeted and available. The data of the second stage were collected by using a questionnaire developed and reviewed by 34 TEACHERS. To increase the validity of the questionnaire and based on the multisession strategy, the behavioral checklist was prepared and the performance of 11 TEACHERS was also observed. The comparison of the average rankings with the Friedman test showed that there is a significant difference between observing the examples of the three approaches the difference is that the AOL approach with 96% has the highest level of observance of the examples in the classes and the observance of the examples The AAL approach, with 40%, had the lowest rates in the classroom. Failure to observe 59 percent of the AAL approach in the observed classes emphasized the need for attention and training on this important issue. In general, the results show a low level of awareness and minimal attention to the examples of the AAL approach as an underlying approach to citizenship education. While the AOL approach, which has little to do with constructivist perspectives, the fostering of creative and entrepreneurial citizens, continues to dominate, focusing on awareness and teacher-centered actions.

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APA: Copy

ALIZADEH, SH., SALEHI, K., & MOGHADAMZADEH, A.. (2017). EXAMINING THE QUALITY OF TEACHERS' CLASSROOM ASSESSMENT: A MIXED METHODS RESEARCH. JOURNAL OF RESEARCH IN SCHOOL AND VIRTUAL LEARNING, 5(1 (17) ), 63-84. SID. https://sid.ir/paper/263008/en

Vancouver: Copy

ALIZADEH SH., SALEHI K., MOGHADAMZADEH A.. EXAMINING THE QUALITY OF TEACHERS' CLASSROOM ASSESSMENT: A MIXED METHODS RESEARCH. JOURNAL OF RESEARCH IN SCHOOL AND VIRTUAL LEARNING[Internet]. 2017;5(1 (17) ):63-84. Available from: https://sid.ir/paper/263008/en

IEEE: Copy

SH. ALIZADEH, K. SALEHI, and A. MOGHADAMZADEH, “EXAMINING THE QUALITY OF TEACHERS' CLASSROOM ASSESSMENT: A MIXED METHODS RESEARCH,” JOURNAL OF RESEARCH IN SCHOOL AND VIRTUAL LEARNING, vol. 5, no. 1 (17) , pp. 63–84, 2017, [Online]. Available: https://sid.ir/paper/263008/en

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