Home
Add
Get on Google Play
Home
> Edit
Add/Update Thesis
Title*
Author's Name*
Supervisor's Name
Abstract
This study aims to explore teachers' own classroom assessment with reference to the framework of AKU EB assessment and students' perceptions of teachers' assessment and examination board assessment. The teachers' and students' perceptions of classroom assessments and exam board annual assessment have been explored through questionnaire survey. Simultaneously, the document analysis of teachers' classroom assessment papers and the exam board annual assessment papers in English and Mathematics has also been carried out as these two subjects were the main focus of this research study. The samples were selected from three AKU-EB affiliated schools of district Hyderabad. The purposeful or purposive sampling method was used to gather meaningful data with the total of 160 research participants including 26 teachers and 134 students from all three schools. All research participants were requested to fill in the questionnaires, one for teachers and the other for students. Data were analysed by using SPSS to compute the percentages of the responses, the mean scores of all items and the pair t-tests for few items of teachers' and students' questionnaires. The results were later transformed into MS-Excel for further tabulations. The main findings of teachers' questionnaire are: their classroom assessment mainly focused on improving, enhancing, and monitoring students' learning. Teachers felt that their assessment motivated students by awarding them with grades and marks. There were differences between their perceptions of classroom assessment skills and the usage of the skills in their classroom practices, for example in designing essay type of questions, and in communicating students' results with parents and the school management. The main findings of students' questionnaire are: there were significant differences between students' perceptions of teachers' classroom assessments and the exam board annual assessment in terms of the levels of difficulty in the test items i.e. the types of MCQs, CRQs, and ERQs and the marks awarded from both assessments. Students felt that their school teachers mostly designed MCQs type of tests as compared to CRQs and ERQs.
Subject/Specialization
Language
Program
Faculty/Department's Name
Institute Name
Univeristy Type
Public
Private
Campus (if any)
Institute Affiliation Inforamtion (if any)
City where institute is located
Province
Country
Degree Starting Year
Degree Completion Year
Year of Viva Voce Exam
Thesis Completion Year
Thesis Status
Completed
Incomplete
Number of Pages
Urdu Keywords
English Keywords
Link
Select Category
Religious Studies
Social Sciences & Humanities
Science
Technology
Any other inforamtion you want to share such as Table of Contents, Conclusion.
Your email address*