Teachers’ classroom assessment and grading practices
This study was conducted to investigate the teachers’ classroom assessment and grading practices in Junior high schools in Bali. The participants of this study were professional junior high school teachers who were randomly selected as the sample of this study. In depth interviews and classroom obse...
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Online Access: | https://doi.org/10.1051/shsconf/20184200052 |
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doaj-e4ecd632b2434c788f49e0ddc12f92b02021-02-02T04:59:06ZengEDP SciencesSHS Web of Conferences2261-24242018-01-01420005210.1051/shsconf/20184200052shsconf_gctale2018_00052Teachers’ classroom assessment and grading practicesWidiastuti Ida Ayu Made SriThis study was conducted to investigate the teachers’ classroom assessment and grading practices in Junior high schools in Bali. The participants of this study were professional junior high school teachers who were randomly selected as the sample of this study. In depth interviews and classroom observations were intensively conducted to the participants to collect the required data for the purpose of the present study. This study revealed that junior high school teachers made use of formative and summative assessment and employed several ways of grading practices. There were several factors affecting their classroom assessment and grading practices consisting of internal factors and external factors. The most prominent internal factor was the teacher's philosophy of teaching and learning and the main external factors were recognized as mandated statewide learning factors and high stakes tests, government polices, and parents. The findings indicated that junior high school teachers constantly make an effort to establish a reasonable balance between their teaching philosophy and the classroom environment reality. Thus it is recommended that junior high school teachers should review their assessment and grading practices and employ more appropriate assessment and grading practices.https://doi.org/10.1051/shsconf/20184200052TeachersClassroomAssessmentGradingPractices |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Widiastuti Ida Ayu Made Sri |
spellingShingle |
Widiastuti Ida Ayu Made Sri Teachers’ classroom assessment and grading practices SHS Web of Conferences Teachers Classroom Assessment Grading Practices |
author_facet |
Widiastuti Ida Ayu Made Sri |
author_sort |
Widiastuti Ida Ayu Made Sri |
title |
Teachers’ classroom assessment and grading practices |
title_short |
Teachers’ classroom assessment and grading practices |
title_full |
Teachers’ classroom assessment and grading practices |
title_fullStr |
Teachers’ classroom assessment and grading practices |
title_full_unstemmed |
Teachers’ classroom assessment and grading practices |
title_sort |
teachers’ classroom assessment and grading practices |
publisher |
EDP Sciences |
series |
SHS Web of Conferences |
issn |
2261-2424 |
publishDate |
2018-01-01 |
description |
This study was conducted to investigate the teachers’ classroom assessment and grading practices in Junior high schools in Bali. The participants of this study were professional junior high school teachers who were randomly selected as the sample of this study. In depth interviews and classroom observations were intensively conducted to the participants to collect the required data for the purpose of the present study. This study revealed that junior high school teachers made use of formative and summative assessment and employed several ways of grading practices. There were several factors affecting their classroom assessment and grading practices consisting of internal factors and external factors. The most prominent internal factor was the teacher's philosophy of teaching and learning and the main external factors were recognized as mandated statewide learning factors and high stakes tests, government polices, and parents. The findings indicated that junior high school teachers constantly make an effort to establish a reasonable balance between their teaching philosophy and the classroom environment reality. Thus it is recommended that junior high school teachers should review their assessment and grading practices and employ more appropriate assessment and grading practices. |
topic |
Teachers Classroom Assessment Grading Practices |
url |
https://doi.org/10.1051/shsconf/20184200052 |
work_keys_str_mv |
AT widiastutiidaayumadesri teachersclassroomassessmentandgradingpractices |
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