PERCEPTION OF SECONDARY SCHOOL TEACHERS FOR IMPLEMENTATION OF CLASSROOM ASSESSMENT TECHNIQUES

Abstract

Assessment is an essential pillar of education. Classroom learning requires feedback for decision-making about the effectiveness of the teaching-learning process. Classroom Assessment Techniques (CATs) is a formative assessment approach that helps to understand learners’ needs to facilitate learning.  The current descriptive study used a survey design to explore the perception of secondary school teachers regarding the implementation of CATs at the classroom level. Classroom Assessment Techniques Questionnaire for Teachers (CATQTs) was developed to collect data from 300 teachers through a simple random sampling technique. CATQTs consisted of seven sub-dimensions; minute-paper, muddiest-point, analytic memos, concept maps, one-sentence summary, application cards, and class-modeling of twenty-nine statements. The content validity was ensured by experts and the reliability of the CATQTs was calculated employing Cronbach’s Alpha score of .846. The collected data were analyzed by applying mean, standard, and independent samples t-tests, to find out differences among gender, locality, and science and arts stream of teachers. The study's results showed that teachers were implementing CATs at secondary schools. The results revealed significant differences among male and female, science and arts teachers in CATs implementation. The male and the science teachers were more focused on the implementation of CATs than the female and the art teachers CAT implementation. The results exhibited no significant difference between urban and rural teachers' CATs implementation but urban teachers were making use of CATs implementation as compared to rural teachers' CATs implementation. Based on the results, it was recommended that policymakers, curriculum developers, teachers training institutions, and head teachers play their role in the effective implementation of CATs at the classroom level.