assessment based on active learning, in the development of teaching performance of science teachers in the primary stage in Saudi Arabia | ||||
| التربية (الأزهر): مجلة علمية محکمة للبحوث التربوية والنفسية والاجتماعية) | ||||
| Article 15, Volume 36, 175 جزء2, October 2017, Page 577-608 PDF (302.12 K) | ||||
| Document Type: بحوث فی مجال علم النفس والصحة النفسیة | ||||
| DOI: 10.21608/jsrep.2017.54681 | ||||
 View on SCiNiTO | ||||
| Authors | ||||
| Alrabah, Sulaiman; .Wu Shu-Hua; Fayadh Hamed Fayadh Alanazi Alanazi | ||||
| Abstract | ||||
| This work seeks to investigate the effects associated with training initiatives in line with formative assessment, as based on active learning, in an effort to enhance teaching amongst science teachers in Saudi primary schools. The programme comprised training sessions, all of which were ongoing for a period of two months. The researcher adopted an experimental approach centred on the design of the control and experimental groups so as to establish the overall efficiency of the suggested training programme. In the work, a sample made up of 33 primary school science teachers, based in Sakaka in Al-Jouf region, was used; the sample was randomly divided, with some assigned to an experimental group (16 teachers), with the remainder (17) assigned to a control groupthat had not received any professional development. The findings garnered indicate that the success of the proposed programme, in the case of the experimental group, was more a function of the control group in the telemetric higher. The proposed training programme was found to have a positive impact on the development of teaching performance in relation to different skills, such as think in pairs, group work and questions. Hence, formative assessment, as based on active learning, could fundamentally change the quality of teacher–student interactions. | ||||
| Keywords | ||||
| Science teachers; formative assessment; active learning; training programme; teaching | ||||
| References | ||||
|
Alao, K. A., Kobiowu , S. V. and Adebowale, O. F., (2010). Fundamentals of educational and counselling psychology. United Kingdom: Strategies Insight Publishing.
Alaudan, R., (2015) Saudi student teachers' perceptions of formative assessment. Unpublished thesis (PhD), University of York.
Al-Abdulkareem, S. A., (2004). Investigating science teachers’ beliefs about science and science teaching: struggles in implementing science education reform in Saudi Arabia. Unpublished thesis (PhD). West Virginia University, Morgantown, USA.
Alotabi, K, A., (2014) Student assessment strategies in Saudi Arabia: a case study of pre and post classroom practices. Literacy Information and Computer Education Journal (LICEJ), 3 (1), pp.1786-1763.
Almazroa, H., and Alshamrani, S. (2015). Saudi science teacher professional development: Trends, practices, and future directions. In N. Mansour and S. Alshamrani (Eds). Science education in the Arab Gulf States: Visions, sociocultural contexts and challenges. Rotterdam: Sense Publishers. pp.3-21.
Al-sadaawi, A.S., (2007). An investigation of performance-based assessment in science in Saudi primary schools. Unpublished thesis (PhD), Victoria University.
Berry, R. (2008) Assessment for learning. Hong Kong: Hong Kong University.
Black, P. and Wiliam , D. (1998). Inside the black box: raising standards through classroom assessment. London: King's College.
Black, P., Harrison, C., Lee, C., Marshall, B. and Wiliam, D. (2003). Assessment for Learning Putting into Practice. Maidenhead: open University Press.
Buck, G., and Trauth-Nare, A. (2009). Preparing teachers to make the formative assessment process integral to science teaching and learning. Journal of Science Teacher Education, 20 (5), pp.475-494.
Carless, D., Learning-oriented assessment, a paper presented at the Evaluation and Assessment Conference. November 24-25 2003. Adelaide, South Australia,
Clarke, S. (1998) Targeting assessment in the primary classroom. London: Hodder and Stoughton.
Clarke, S. (2000). Getting it right-distance marking as accessible and effective feedback in the primary classroom. In S. Askew (Ed.), Feedback for Learning. London: RoutledgeFalmer. pp.32-45.
Clarke, C. (2008). Active Learning through Formative Assessment. London: Hodder Education.
Cole, M, W., (2010) Influence of assessment for learning professional development in rural Georgia publics schools. Unpublished thesis (PhD). Liberty University.
Cordingley P, Bell M, Evans D, Firth A (2005) The impact of collaborative CPD on classroom teaching and learning. What do teacher impact data tell us about collaborative CPD? In: Research Evidence in Education Library. London: EPPI-Centre, Social Science Research Unit, Institute of Education.
Darling-Hammond, L., Wei, R. C., Andree, A., Richardson, A., and Orphanos, S. (2009). Professional learning in the learning profession: a status report on teacher development in the United States and abroad. Oxford, OH: National Staff Development Council.
Dalgarno, N., & Colgan, L. (2007). Supporting novice elementary mathematics teachers’ induction in professional communities and providing innovative forms of pedagogical content knowledge development through information and communication technology. Teaching and Teacher Education, 23 (7), pp.1051–1065.
Doran, R. L., Lawrenz, F., and Helgeson, S. (1994). Research on Assessment in Science. In D. Gabel (Ed.), Handbook of Research on Science Teaching and Learning. New York: MacMillan. pp. 388-442
Elstgeest, J (2001) The right question at the right time. In W. Harlen, (ed.), primary science: Taking the Plunge, 2nd edn Portsmouth, NH: Heinemann. pp.25-47.
Fox-Turnbull, W. (2006). The Influences of teacher knowledge and authentic formative assessment on student learning in technology education. International Journal of Technology and Design Education, 16 (1), pp.53-77.
Furtak, E. M. (2005). Formative assessment in K-8 science education: A conceptual review: Commissioned paper by the National Research Council for Science Learning K-8 consensus study.
Gibson, K., & Shaw, C. A. (2010). Assessment of active learning. Available: http://webs.wichita.edu/depttools/depttoolsmemberfiles/carolynshaw/Gibson%20Shaw%20compendium.pdf. Accessed: 3th August 2016]
Gleason, B.L. Peeters, M.J. Resman-Targoff, B.T. Karr, S., McBane, S. Kelley, K. Thomas, T.,. Denetclaw T.H. (2011). An active-Learning Strategies Primer for Achieving Ability-Based Educational Outcomes. Available http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3230347/. Accessed: 7th August 2016]
Hayes, M. (2010). Why professional development matters, learning forward. Available
www.learningforward.org/advancing/whypdmatters.cfm. Accessed: 7th August 2016]
Hyde, A., Lohan , M. and Mcdonnell, O., (2004). Sociology for health professionals in Ireland. Dublin: Institute of Public Administration.
Ingvarson, L., Meiers, M. and Beavis, A. (2005). Factors affecting the impact of professional development programs on teachers’ knowledge, practice, student outcomes & efficacy. Education Policy Analysis Archives, 13(10),pp.1-28.
Lambert, D. and Lines, D. (2000). Understanding assessment: Purposes, perceptions, practice. New York: Routledge Falmer.
McCormack, C., & Jones, D. (1998). Building a web-based education system. New York: John Wiley.
Meisels, S., Atkins-Burnett, S., Xue, Y., and Bickel, D. D. (2003). Creating a system of accountability: the impact of instructional assessment on elementary children’s achievement scores. Educational Policy Analysis Archives. 11(9), pp.1-18.
Moss, C. M., and Brookhart, S. M. (2009). Advancing formative assessment in every classroom : a guide for instructional leaders. Alexandria, VA, USA : Association for Supervision and Curriculum Development (ASCD).
Sadler, D. (1989). Formative and the design of instructional systems. Instructional Science, 18 (2), pp. 119-144.
Sahar, H (2014) Active Learning in Kabul Schools Afghan Teachers’ Views and Practices. Available:
http://www.diva-portal.se/smash/get/diva2: 722639/ FULLTEXT01. pdf. Accessed: 3th August 2016]
Taras Maddalena (2005). Assessment summative and formative: Some theoretical reflections . British Journal of Educational Studies, 55 ( 4), pp. 466-478.
Trumbull, E., and Gerzon, N. (2013). Professional development on formative assessment: Insights from research and practice. San Francisco, CA: WestEd.
Tyler, R. (1949) Basic principles of curriculum and instruction. Chicago: University of Chicago Press.
Panizzon, D. and Pegg, J. (2008). Assessment practices: empowering mathematics and science in rural secondary schools to enhance student learning. International Journal of Science and Mathematics Education, 6 (2), pp.417-436
Phelan, J., Choi, K., Vendlinski, T., Baker, E. L., and Herman, J. L. (2009). WWC Review of the Report "The Effects of POWERSOURCE Intervention on Student Understanding of Basic Mathematical Principles" Available: https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=WWCSSR10051[Date Accessed: 3th August 2014]
Wiliam, D., Lee, C., Harrison, C.,and Black, P. J. (2004). Teachers developing assessment for learning: impact on student achievement. Assessment in Education: Principles Policy and Practice, 11(1), pp.49-65.
Yin, Y. (2005). The influence of formative assessments on student motivation, achievement, and conceptual change. Unpublished thesis (PhD), Stanford University.
Yin, Y., Shavelson, R. J., Ayala, C. C., Ruiz-Primo, M. A., Brandon, P. R., Furtak, E. M., Young, D. B. (2008). On the impact of formative assessment on student motivation, achievement, and conceptual change. Applied Measurement in Education, 21(4), pp.335-35. | ||||
|
Statistics Article View: 196 PDF Download: 262 |
||||
