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Journal of Education & Social Sciences - Volume 9, Issue 2 2021
By Bashir Uddin, Razia Fakir Mohammad
10.20547/jess0922109202
Keywords: Achievement test, alignment, summative assessment.
Teachers' practices of achievement tests design have not been systematically explored in context. The current qualitative case study investigated the teachers' perceptions and practices of designing and using achievement tests at elementary level (Grade VII and VIII). The participants were four science teachers selected from two schools. Data was collected mainly by conducting semi-structured telephonic interviews and document collection. The findings revealed that teachers' practices of test design were not linked with their existing perceptions. There were no explicit criteria of achievement test design and using the assessment evidence. The findings also showed limited knowledge of achievement test design among the teachers. Moreover, it was noticed that teachers do not have exposure to reflect on their practices of test design. That is why teachers lack the essential assessment literacy and skills of developing items for tests. The findings suggest for especial considerations towards enhancing the teachers' assessment literacy.
Submission Date: 14 Jul, 2021 Reviews Completed: 19 Oct, 2021Acceptance Date: 29 Oct, 2021 Publication Date: 10 Nov, 2021