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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 4 5 6 Hits 1 – 20 of 105 1 Evaluating Perceptions towards the Consequential Validity of Integrated Language Proficiency Assessment Asli Lidice Gokturk Saglam; Dina Tsagari In: Languages; Volume 7; Issue 1; Pages: 65 (2022) BASE Show details 2 Mother Tongue and Mathematics Instruction in Multilingual Contexts: An Quantitative Analysis of Teacher Cognition among Elementary-grade Teachers Caspillo, Warrelen D.. - : Universidad de Granada, 2022 BASE Show details 3 TEACHERS’ PERCEPTIONS AND PRACTICES OF CRITICAL THINKING INSTRUCTION IN INDONESIAN SENIOR HIGH SCHOOLS: A CASE STUDY Eka Anggraeny; Somruedee Khongput In: TEFLIN Journal, Vol 33, Iss 1, Pp 1-26 (2022) (2022) BASE Show details 4 THE LATINO ACHIEVEMENT GAP: THE ROLE OF TEACHERS IN THE SUCCESS OR FAILURE OF LATINO STUDENTS Gonzalez-Adamski, Sandra In: Dissertations (2021) BASE Show details 5 EFL Literacy Teaching in Relation to Teachers’ Self-Efficacy, Experience and Native Language Fuchs, Stephanie; Katzir, Tami; Kahn-Horwitz, Janina In: Australian Journal of Teacher Education (2021) BASE Show details 6 School Administrators’ Perceptions of Critical Teacher Skills Austin, Vance L.; Caldas, Stephen; Malow, Micheline... In: Excelsior: Leadership in Teaching and Learning (2021) BASE Show details 7 Cognitive Autonomy Supportive Teaching Behaviors: Perceptions of Four Groups of Educators Deniz, Fatmana Kara In: UNLV Theses, Dissertations, Professional Papers, and Capstones (2021) BASE Show details 8 Supervisor and Student Perspectives on Undergraduate Thesis Supervision in Higher Education Agricola, Bas T.; Prins, Frans J.; van der Schaaf, Marieke F.... In: Scandinavian Journal of Educational Research ; 65 (2021), 5. - S. 877-897. - Routledge, Taylor & Francis Group. - ISSN 0031-3831. - eISSN 1470-1170 (2021) BASE Show details 9 Employability, international mobility and intercultural awareness in Bilingual Education: Studying the perceptions of pre-service bilingual teachers Palacios-Hidalgo, Francisco Javier. - : Octaedro, 2021 BASE Show details 10 Perceptions of linguistically responsive teaching in language specialist teachers and mainstream teachers Rodríguez-Izquierdo, Rosa M. In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 35, 2021, pags. 25-41 (2021) BASE Show details 11 PROMOTING PROFESSIONAL IDENTITY AMONG PRE-SERVICE ENGLISH TEACHERS THROUGH TEACHER CAMPS Anderson Hidarto; Chindy Christine In: TEFLIN Journal, Vol 32, Iss 2, Pp 214-242 (2021) (2021) BASE Show details 12 The use of computer-adaptive formative assessment: Australian English language teacher perceptions ... Ijiwade, Oluwaseun. - : UNSW Sydney, 2020 BASE Show details 13 The use of computer-adaptive formative assessment: Australian English language teacher perceptions Ijiwade, Oluwaseun, Education, Faculty of Arts & Social Sciences, UNSW. - : University of New South Wales. Education, 2020 Abstract: Assessment for learning (AfL) is a formative approach to the effective utilization of assessment information which necessitates teachers being able to access and use appropriate assessment tools to enhance student learning. This is particularly important for English language teachers in Australia as students from language backgrounds other than English (LBOTE) are often exempted from national standardized assessments, following a much more individually tailored curriculum-based, teacher-led assessment of students’ English language development. Despite extensive scaffolding of teacher assessment literacy within an AfL framework, however, understanding such users’ perceived notions of assessment use is still very limited. Hence, this study explored teacher perceptions of a new externally designed, computer-adaptive assessment tool for formative purposes and examined potential variations in use through an exploratory sequential mixed methods research design.Qualitative data were collected from online interviews with eleven experienced teachers and analyzed using thematic content analysis. In Phase 2, quantitative data were collected via online survey, administered to a convenience sampling of 35 teachers. The quantitative analysis employed a Rasch model to investigate item validity and develop four clusters of persons’ perceptions of use. The descriptive, and inferential analysis were performed to investigate level of agreement to survey items and influence of background factors on teachers’ perceptions.The findings suggest that teacher perceptions of the assessment usefulness were more closely associated with summative than formative use, perceived as an external benchmark for moderation of their judgments than as a tool to directly assist in improving student learning. While teachers’ preservice qualifications influenced their perceptions, no other teacher factors contributed to variation in perception. Four possible typologies of uses of the assessment tool were identified, highlighting possible skills critical to using an externally designed assessment tool to ensure effective student learning.This study shows how teachers are likely to use an external assessment tool and what support is required to improve their formative use. The study also suggests that the difficulties in working with LBOTE students when English is the only language of communication and assessment can undermine the development of an AfL culture and may be contributing to the lack of variation in formative assessment use. The study highlights the implications for test design, professional learning, assessment policymaking and further research. Keyword: Assessment for learning; Classroom assessment; Computer-adaptive assessment; Evaluation; Formative assessment; Learning-oriented assessment; Rasch analysis; Standard-based assessment; Teacher perceptions; Technology-based school assessment; Validation URL: http://handle.unsw.edu.au/1959.4/68289 BASE Hide details 14 ASSESSING ENGLISH PRE-SERVICE TEACHERS’ KNOWLEDGE BASE OF TEACHING: LINKING KNOWLEDGE AND SELF-PORTRAYAL Anita Triastuti In: TEFLIN Journal, Vol 31, Iss 1, Pp 108-138 (2020) (2020) BASE Show details 15 Teacher Perceptions of an International Baccalaureate Diploma Program in a Mid-western Inner-ring Suburban High School During the First Seven Years Kelly, Charles E In: ETD Archive (2019) BASE Show details 16 A case study on influences of mainstream teachers' instructional decisions and perceptions of English learners in Hawai'i public secondary education ... Butler, Dalvin L.. - : University of Southern California Digital Library (USC.DL), 2019 BASE Show details 17 Effects of a Gamification and Flipped-Classroom Program for Teachers in Training on Motivation and Learning Perception Cosme-Jesús Gómez-Carrasco; José Monteagudo-Fernández; Juan-Ramón Moreno-Vera... In: Education Sciences ; Volume 9 ; Issue 4 (2019) BASE Show details 18 Secondary Science Preservice Teachers’ Perceptions of Engineering: A Learner Analysis Trina J. Kilty; Andrea C. Burrows In: Education Sciences ; Volume 9 ; Issue 1 (2019) BASE Show details 19 High School Language Students' and Teachers' Perceptions of Effective Teaching Practices: A Collective Case Study Lainé, Janet Lynn In: Doctoral Dissertations and Projects (2019) BASE Show details 20 Seeing Beyond the Stereotype to See the Whole Human: Teachers’ Perceptions of Media Stereotypes and Black Youth McTier, Syreeta Ali In: Educational Policy Studies Dissertations (2019) BASE Show details Page: 1 2 3 4 5 6

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