Abstract

Educational goals and learning outcomes can be linked successfully through integrating appropriate assessment practices to align with the teaching and learning targets. This study seeks to explore teachers’ perceptions about assessment types and to investigate the extent to which teachers use assessment results to seek improvement of education. Thus, Mixed methods approach was conducted through collecting both quantitative and qualitative data by using a questionnaire and interviews. Results found that although teachers have acquired clear knowledge about the meaning and types of assessment, they still focus more in written quizzes as their main formative assessment and designing final exams as their summative assessment. Subsequently, the assessment data are mainly used to assign students’ grades. This study suggested that evidence-based assessment research should seriously be used to take decisions about assessment strategies and the follow up on its sequences to reduce the gap between teachers’ beliefs and their actual practices.

Keywords:

Formative assessment; Summative assessment; Alternative assessment

Reference

Eltanahy, M. (2017). Assessment in the context of teaching: Investigating teachers’ perceptions of assessment practices that enhance the learning process. 3rd Doctorate Research Conference (DBRC 2017). The British University in Dubai, Dubai, UAE.

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