Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.766832
Title: Mathematics teachers' knowledge and practices of classroom assessment in Saudi Arabian primary schools
Author: Alafaleq, Manahel Mohammed
ISNI:       0000 0004 7656 4910
Awarding Body: University of Southampton
Current Institution: University of Southampton
Date of Award: 2018
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Abstract:
Classroom assessment is a permanent activity for teachers to motivate students to learn and to enhance the quality of instruction. Therefore, this study seeks to explore mathematics teachers' knowledge of classroom assessment and their practices in Saudi Arabian primary schools. The present study also considers the relationship between teachers' assessment knowledge and their practices by investigating whether their practices are consistent with their assessment knowledge. Moreover, the present study aims to identify factors that influence teachers' knowledge and practices of classroom assessment. The study is based on the pragmatic paradigm as both quantitative and qualitative approaches were applied to achieve the aims of the study. A questionnaire survey was developed and employed to collect data from 109 participants while the classroom observation and semi-structured interviews were conducted with 10 primary mathematics teachers. The findings of this study reveal that primary mathematics teachers have different levels of assessment knowledge according to the ways they understand the purposes of applying assessment in their classes. The findings also indicate teachers' lack of awareness regarding what they should assess in mathematics classes. The study indicates a gap between teachers' assessment knowledge and their practices of classroom assessment since teachers' knowledge is not always reflected in their practices of assessment. In addition, the findings show that primary mathematics teachers are implementing various assessment techniques; however, teachers seem to give more importance to traditional assessments than alternative assessments. Moreover, the findings of the study indicate the role of context on teachers' current understandings of assessment and their practice of classroom assessment. These findings are discussed in relation to the evidence from previous research. The study provides the contribution to the literature, the recommendations for a number of stakeholders and suggestions for future research.
Supervisor: Kinchin, Gary Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.766832  DOI: Not available
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