Classroom Assessment Practices

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Unfortunately, findings from classroom assessment research has revealed a gap between the recommended and the actual assessment practices regardless of teachers’ gender and teaching experience (Alsarimi, 2000).
Brookhart (2001) stated that “grading theory and practices will be better connected once the role of classroom assessment and grading practices in student achievement motivation and, it seems reasonable to argue that to be able to understand and make sense out of the gap between assessment experts’ recommendations and teachers’ assessment practices, it is important to find out the possible effects of these practices on students’ achievement goals as one aspect of student motivation for learning.
Improved tests can still be improved further
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(Ritualo, 2000).
This work would serve educators, particularly in assessing students, Supervisors and Curriculum Planners to find understanding the outcome of assessment (traditional and authentic) on science appreciative and learning conclusions of scholars. Classroom assessment practices are based on teacher beliefs, training, knowledge and skills in educational assessment. Understanding teachers’ classroom assessment practices remains pivotal for informed educational decisions that can be made about students’ learning outcomes.
The results of this study may provide valuable insights for understanding teachers’ classroom assessment practices and needs for teachers in and other parts of the world. Information obtained in this study can also be used for decision making such as evaluating the effectiveness of classroom assessment practices that teachers adopt as they evaluate student learning. Findings from this study may also add to a body of knowledge to the exiting assessment theory and practice within the education system and act as a framework for developing teacher preparation and professional development in the use of classroom
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The science curriculum envisions an individual learner as one who: 1) Learns science concepts which revolve around socially relevant issues and concerns; 2) Possesses manipulative and thinking skills, particularly higher order thinking skills; 3) Develops desirable values and attitudes about life and the environment; 4) Applies acquired concepts and skills in a social context, motivated by positive values and attitudes; 5) Knows how to access, process, organize, and communicate information; and 6) Is motivated to learn his/her own and to continue learning throughout

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