Alignment of Classroom Instruction with Assessment: The Role of Professional Teacher Training and Years of Teaching Experience: The case of Hawassa University

Abstract

The purpose of this study was to investigate whether or not professional teacher training and years of teaching experience have a role in aligning classroom instruction with assessment. A total of 215 teachers were selected using a systematic random sampling technique from 14 departments of Hawassa University. In addition, 22 teachers were observed while teaching in the classroom. Adapted Assessment Experience Questionnaire (AEQ), Shihab Jimma (2011); the Assessment for Learning Measurement Instrument (AfLMI), Larry, Michael, and Zita (2013); and self-developed observation items were employed to gather data. The data were analyzed using descriptive and inferential statistics. The descriptive analysis as a whole revealed nearly similar but slightly higher mean scores for theoretical knowledge (Mean=3.23) than skills (Mean=3.10) in the alignment of classroom instruction with assessment. An independent-samples t-test yielded a statistically significant difference between teachers who were professionally trained and untrained along the dimensions of knowledge and skills of implementing the alignment of classroom instruction with assessment. One-way analysis of variance showed that there was no statistically significant difference in the knowledge and skills of implementing the alignment because of the level of teachers’ professional training (Certificate, Diploma, Bachelor's Degree, Master’s Degree, and PhD). Similarly, no statistically significant difference was found in the knowledge and skills of implementing the alignment of classroom instruction with assessment along the dimensions of years of teaching experience. It was recommended that emphasis should be given to enhancing teachers’ knowledge and skills in implementing alignment between classroom instruction and assessment; strategies should be designed to minimize the challenging factors that hinder the practical implementation of the alignment, and frequent capacity-building strategies, supported by strong supervision, seem to be crucial.