دورية أكاديمية
Science Teachers' Perspective on the Criteria of Technology-Enhanced Classroom-Based Assessment (CBA) Tool
| العنوان: | Science Teachers' Perspective on the Criteria of Technology-Enhanced Classroom-Based Assessment (CBA) Tool |
|---|---|
| اللغة: | English |
| المؤلفون: | Hidayah Mohd Fadzil |
| المصدر: | Malaysian Online Journal of Educational Sciences. 2024 12(1):49-57. |
| الإتاحة: | University of Malaya Faculty of Education. Kuala Lumpur 50603 Malaysia. Web site: https://mojes.um.edu.myTest/ |
| تمت مراجعته من قبل الزملاء: | Y |
| Page Count: | 9 |
| تاريخ النشر: | 2024 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| الواصفات: | Science Teachers, Teacher Attitudes, Computer Assisted Testing, Evaluation Methods, Student Evaluation, Performance Based Assessment, Elementary School Teachers, Telecommunications, Handheld Devices, Foreign Countries |
| مصطلحات جغرافية: | Malaysia |
| تدمد: | 2289-3024 |
| مستخلص: | In line with government policy to enforce classroom-based assessment (CBA) for lower primary school, science teachers need to focus more on student's character building through establishing a fun and meaningful teaching and learning culture. Based on the standards-based school curriculum, assessment must be done holistically and authentically as part of the teaching and learning process. However, previous studies have found that teachers do not entirely understand the implementation of CBA in teaching and learning. This problem could arise as teachers find it challenging to construct instruments related to CBA, as they are more familiar with examinations that evaluate student's achievement. Thus, this study explores teachers' perspectives on the best criteria of a technology-enhanced assessment tool consistent with the current CBA practices and student's required skill development in science. Qualitative analysis revealed teachers' evaluation criteria in three categories, i.e., user control, visual and technical usability, and support. The results point to recommendations for future research on evaluating the capabilities of existing mobile apps in classroom-based assessment. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| رقم الانضمام: | EJ1413765 |
| قاعدة البيانات: | ERIC |
| تدمد: | 2289-3024 |
|---|