Science Teachers’ Beliefs on Performance Tasks as A Tool for Authentic Assessment

Science Teachers’ Beliefs on Performance Tasks as A Tool for Authentic Assessment

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  • Create Date August 2, 2018
  • Last Updated August 2, 2018

Science Teachers’ Beliefs on Performance Tasks as A Tool for Authentic Assessment

This paper presents a case study of teachers’, beliefs about assessment. An interview protocol was designed to capture science teachers’, beliefs on performance tasks as a tool for authentic assessment. The interview protocol was based on questions developed into four categories: (i) General Beliefs on Assessment, (ii) Beliefs on Performance Task, (iii) Scenarios on the Performance Task, and (iv) Samples of Students’, Work on Performance Task. Data were collected from 4 science teachers at an autonomous secondary school. The participants in this study came from 3 categories of teachers in the science department: (i) Classroom Teachers, (ii) Senior Teacher, and (iii) Middle Manager. The data collected were then used to evaluate the interview protocol in three categories: (i) Was the interview protocol and questions understandable to the participant, (ii) Did the interview protocol and questions yield the desired data about science teachers’, beliefs, and (iii) Was the length of interview appropriate? The interview protocol proved to be useful for gaining insights into the beliefs of science teachers about assessment. Four preliminary themes of beliefs were extracted from the data: (i) Beliefs on Assessment, (ii) Beliefs on Students’, Ability, (iii) Beliefs on Teachers’, Competency, and (iv) Beliefs on Professional Learning Community (PLC). As participants from this study played different roles in the science department, the data indicated similarities, differences and the interactions among the beliefs held by the differentcategories of participants.

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