Examining primary school teachers’ knowledge of learning and assessment methods and their practice of them

Abstract

Manal Hendawi

The purpose of the study was to investigate and reveal the assessment methods using in teaching and learning in the primary school, and to examine the teachers’ knowledge about these methods and if they are implementing and practice these methods in their teaching to increase the outcome of students learning and to keep the school in a high academic level, from the point of view of teachers. The study population was (14) teachers from year one to year six in the school targeted in the research. A total number of 10 questionnaires collected back, nearly 71% of the population. The research was applied in 2016/2017 academic year in United Kingdom. The findings of the study indicate that teachers have various levels of knowledge and practice of learning and assessment methods, some methods got a high level in both domains knowledge and practice for example (Open-Ended Questions, self – assessment, Discussion and observation), on the other hand some methods got a low level in both domains knowledge and practice, for example (Anticipation Guide, Exit slip and Anecdotal Note), however some methods got a high level in knowledge domain and medium level in practice domain for example (peer assessment got rank 5 in knowledge and rank 14 in practice, written test got rank 8 in knowledge and rank 23 in practice, but there are other methods got a medium level in knowledge and a high level in practice for example (exam) has rank 14 in knowledge which is medium and rank 7 in practice which is high.