Assessment Practices of Science Teachers in Middle School Based on Classification of Performance on International Examinations

Emahamad Teegaza, Faisal Abelfattah, Abdalla Al-Saadawi, Othman Al-Turki


The study aimed at identifying assessment practices adopted in TIMSS 2011, compare practices across high– performing and low- performing middle schools. Also, to analyze the importance and the actual use of assessment procedures and methods, and to assess the relationships between the actual assessment practices and the perceived value of assessment practices. Saudi results of 8th grade participation in TIMSS 2011 were analyzed, supported by survey data collected from a sample of 350 intermediate science teachers about their practices and perceived value of assessment. The survey had acceptable indicators of validity and reliability. Results showed that assessment practices did not vary between high - performing and low - performing schools based on teachers' survey TIMSS 2011. On the other hand, findings from exploratory factor analysis concluded nine factors that explain assessment practices, namely: self-assessment, higher learning objectives assessment, knowledge and understanding, mechanisms of analyzing assessment results, indirect thinking questions, homework, and peer- evaluation, observation, and using objective questions. Moreover, results showed that there were effects of worthiness of assessment practices on the actual assessment practices of science teachers in middle schools.



Assessment practices, actual assessment practices, perceived importance of assessment practices, international examinations, Science.

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