Challenges in Assessment Methods and Practices across Departments by Secondary School Teachers in the South West Shoa Zone, Ethiopia

  • Aschalew Terefe
  • Aemero Asmamaw

Abstract

This study was conducted to assess the most widely used assessment methods and practices across
departments and the challenges that hinder high school teachers’ classroom assessment. To this end,
it employed descriptive survey design. Data were collected from 197 teachers’ by using questionnaire
adapted from Zhang and Burry-Stock (2003) assessment practice inventory, and some open-ended
items developed to measure challenges. The data was analyzed using quantitative data analysis methods.
Moreover, the findings regarding challenges in classroom assessment practices from the qualitative
open-ended questions were analyzed and presented by content analysis using words and sentences.
The result indicated that teachers mostly use traditional assessment methods than alternative
assessment. It also revealed that there were statistically significant differences across departments
in constructing test items, F (2,172) = 190.849, p < .05, communicating assessment results, F (2, 172)
= 208.963, p < .05, and grading, F (2, 172) = 63.935, p < .05. In contrast, no statistically significant
differences were found across departments in analyzing test results and test revisions and using performance
assessment practices. Furthermore, teachers’ attitude and belief, shortage of time, lack of
resources, assessment training gap and large class size were major identified challenges. Eventually,
the researchers would like to suggest that teachers should focus on using the alternative forms of assessment
than traditional assessment methods.

References

Airasian, P. W. (2005). Classroom assessment: Concepts and applications (5th ed.).
New York: McGraw-Hill Companies, Inc.
Alreck, P. L., & Settle, R. B. (2004). The survey research handbook (3rd ed.). Boston:McGraw-Hill/Irwin.
Alsarimi, A. M. (2000). Classroom assessment and grading practices in the Sultanate of Oman. University of Pittsburgh, Pennsylvania.
Chen, H. M. (2003). A study of Primary School English teachers’ beliefs and practices in multiple assessments: A case study in Taipei City. Unpublished master
theses. Taipei: National Taipei Teachers College.
Duncanson, E. (2003). Classrooms are not roadways. They are parking lots! The Science teachers’ bulletin.
Frey, B. B., & Schmitt, V. L. (2007). Coming to terms with classroom assessment. Journal of Advanced Academics, 18 (3), 402–423.
Gattullo, F. (2000). Formative assessment in ELT primary classrooms: an Italian case study. Language Testing, 17(2): 278-288.
Greaney, V. (2001). Using assessment to improve the quality of education Paris:UNESCO International Institute for Education Planning.
Hussain, A. (2011, June). Teachers’ classroom assessment skills: Influence of gender,subject area, grade level, teaching experiences and in-services assessment
training. Journal of Turkish science education, 8(2), pp.39-48).
Ioannou-Georgiou, S., & Pavlou, P. (2003). Assessing young learners. Oxford: Oxford University Press.
Krueger, Alan B. (2000). “Economic Considerations and Class Size.” Princeton University Industrial Relations Section Working Paper 477, www.irs.princeton.
edu, September 2000.
Published
2018-07-18
How to Cite
TEREFE, Aschalew; ASMAMAW, Aemero. Challenges in Assessment Methods and Practices across Departments by Secondary School Teachers in the South West Shoa Zone, Ethiopia. The Ethiopian Renaissance Journal of Social Science and Humanities, [S.l.], v. 5, n. 1, p. 68 - 86, july 2018. ISSN 2409-6385. Available at: <http://ejol.aau.edu.et/index.php/ERJSSH/article/view/1230>. Date accessed: 24 jan. 2020.
Please advise your journal citation style before using the above citation format, you can also find your citation style from citation formats listed down.