• Libraries
    • Log in to:
    View Item 
    •   MSpace Home
    • Faculty of Graduate Studies (Electronic Theses and Practica)
    • FGS - Electronic Theses and Practica
    • View Item
    •   MSpace Home
    • Faculty of Graduate Studies (Electronic Theses and Practica)
    • FGS - Electronic Theses and Practica
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.

    Exploring science teachers’ conceptions and efficacy of assessment in Manitoba schools: A case study.

    Thumbnail
    View/Open
    Raji_Monsurat.pdf (1.103Mb)
    Date
    2019-07-04
    Author
    Raji, Monsurat Omobola
    Metadata
    Show full item record
    Abstract
    Contemporary classroom assessment practices have been identified as a promising pedagogical approach to improve students’ learning and the development of their metacognitive skills; however, the complexities inherent in assessment point towards the need for careful consideration of the educational context of such practices, as well as the numerous factors influencing teachers’ assessment practices. Research has established that such factors include teachers’ conceptions of assessment, particularly in terms of the purpose assessment plays in the classroom and teachers’ perceived self-efficacy. In science education and particularly in Manitoba, there is an opportunity to further investigate the relation between these concepts, especially since the publication of some provincial guidelines on assessment a little more than a decade ago. The purpose of this multiple case study research is to provide insights into three Manitoban high school science teachers’ conceptions of assessment, classroom assessment practices, and their perceived self-efficacy in developing and using contemporary assessments in their science classrooms. The data from one-on-one interviews with the three teachers and the assessment artifacts they shared were analyzed using qualitative content analysis. Results corroborate literature that indicates a strong connection between assessment conceptions, perceived self-efficacy and classroom practices, and suggest an interesting relationship to provincial assessment recommendations, despite teachers’ stated unfamiliarity with one of these documents. Implications of the study for science teacher’s practices, science education, policymakers, and future research are presented.
    URI
    http://hdl.handle.net/1993/34033
    Collections
    • FGS - Electronic Theses and Practica [25494]
    • Manitoba Heritage Theses [6053]

    DSpace software copyright © 2002-2016  DuraSpace
    Contact Us | Send Feedback
    Theme by 
    Atmire NV
     

     

    Browse

    All of MSpaceCommunities & CollectionsBy Issue DateAuthorsTitlesSubjectsThis CollectionBy Issue DateAuthorsTitlesSubjects

    My Account

    Login

    Statistics

    View Usage Statistics

    DSpace software copyright © 2002-2016  DuraSpace
    Contact Us | Send Feedback
    Theme by 
    Atmire NV