Discrepancies between teachers’ self-reported perceived skills and use of classroom assessment practices: The case of Botswana-Reference-Cited by-同舟云学术

Discrepancies between teachers’ self-reported perceived skills and use of classroom assessment practices: The case of Botswana

Published:2023-07-11 Issue:2 Volume:10 Page:
ISSN:2331-186X
Container-title:Cogent Education
language:en
Short-container-title:Cogent Education

Author:

Koloi-Keaikitse Setlhomo¹^ORCID,Traynor Anne²

Affiliation:

1. Department of Educational Foundations, University of Botswana, Gaborone, Botswana

2. Department of Educational Studies, Purdue University, West Lafayette, IN, USA

Publisher

Informa UK Limited

Subject

Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/2331186X.2023.2234065

Reference42 articles.

1. Teachers’ classroom assessment skills: Influence of gender, subject area, grade level, teaching experience and in-service assessment training;Alkharusi H.;Journal of Turkish Science Education,2011

2. Reasons for teachers’ successful development of a formative assessment practice through professional development – a motivation perspective

3. Educational Assessment Knowledge and Skills for Teachers

4. Teachers' Conceptions of Assessment: A Global Phenomenon or a Global Localism

5. Changing approaches to classroom assessment: An empirical study across teacher career stages

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1. Teacher attributes as predictors of assessment practices in public universities of Ethiopia;F1000Research;2024-07-04

2. Predictors of teachers’ perceived assessment skills and assessment practices in public universities of Ethiopia;Routledge Open Research;2024-06-04