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Teachers' perceptions of assessment for learning (AfL)

Assessment for Leaming (AfL) is a worldwide initiative which is promoted to improve student learning. AfL refers to the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning. As AfL is a relatively new pedagogical appro...

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Bibliographic Details
Main Author: Ko, Ai Boi
Format: Thesis
Language:English
English
Published: Universiti Malaysia Sarawak, (UNIMAS) 2015
Subjects:
L Education (General)
Online Access:http://ir.unimas.my/id/eprint/12600/1/Teachers%27%20perceptions%20of%20assessment%20for%20learning%20%28AfL%29%20%2824pgs%29.pdf
http://ir.unimas.my/id/eprint/12600/9/Ko.pdf
http://ir.unimas.my/id/eprint/12600/
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spelling my.unimas.ir-126002024-12-02T07:13:53Z http://ir.unimas.my/id/eprint/12600/ Teachers' perceptions of assessment for learning (AfL) Ko, Ai Boi L Education (General) Assessment for Leaming (AfL) is a worldwide initiative which is promoted to improve student learning. AfL refers to the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning. As AfL is a relatively new pedagogical approach in Malaysia, this study aimed to investigated the secondary school teachers' perceptions of Assessment for Learning (AfL). The influence of demographic factors such as gender and teaching experiences on teachers' perceptions were also investigated. The research design used in the study was a Cross-Sectional Survey with descriptive and parametric statistical analyses. The samples in this study consisted of 96 teachers in three Malaysian Government secondary school in Sarawak, who had been trained with the AfL strategies. Independent t-test and one-way ANOVA test were used to determine the differences in teachers' perceptions of AfL based on gender and teaching experiences. The findings of this study showed that the teachers generally had positive perceptions of AfL. The study also found that there were no differences in teachers' perception based on gender and teaching experiences. The findings of these results provide insights into enhancing teachers' perceptions ofAfL and their AfL practices in classroom. Universiti Malaysia Sarawak, (UNIMAS) 2015 Thesis NonPeerReviewed text en http://ir.unimas.my/id/eprint/12600/1/Teachers%27%20perceptions%20of%20assessment%20for%20learning%20%28AfL%29%20%2824pgs%29.pdf text en http://ir.unimas.my/id/eprint/12600/9/Ko.pdf Ko, Ai Boi (2015) Teachers' perceptions of assessment for learning (AfL). Masters thesis, Universiti Malaysia Sarawak, (UNIMAS).
institution Universiti Malaysia Sarawak
building Centre for Academic Information Services (CAIS)
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Malaysia Sarawak
content_source UNIMAS Institutional Repository
url_provider http://ir.unimas.my/
language English
English
topic L Education (General)
spellingShingle L Education (General)
Ko, Ai Boi
Teachers' perceptions of assessment for learning (AfL)
description Assessment for Leaming (AfL) is a worldwide initiative which is promoted to improve student learning. AfL refers to the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning. As AfL is a relatively new pedagogical approach in Malaysia, this study aimed to investigated the secondary school teachers' perceptions of Assessment for Learning (AfL). The influence of demographic factors such as gender and teaching experiences on teachers' perceptions were also investigated. The research design used in the study was a Cross-Sectional Survey with descriptive and parametric statistical analyses. The samples in this study consisted of 96 teachers in three Malaysian Government secondary school in Sarawak, who had been trained with the AfL strategies. Independent t-test and one-way ANOVA test were used to determine the differences in teachers' perceptions of AfL based on gender and teaching experiences. The findings of this study showed that the teachers generally had positive perceptions of AfL. The study also found that there were no differences in teachers' perception based on gender and teaching experiences. The findings of these results provide insights into enhancing teachers' perceptions ofAfL and their AfL practices in classroom.
format Thesis
author Ko, Ai Boi
author_facet Ko, Ai Boi
author_sort Ko, Ai Boi
title Teachers' perceptions of assessment for learning (AfL)
title_short Teachers' perceptions of assessment for learning (AfL)
title_full Teachers' perceptions of assessment for learning (AfL)
title_fullStr Teachers' perceptions of assessment for learning (AfL)
title_full_unstemmed Teachers' perceptions of assessment for learning (AfL)
title_sort teachers' perceptions of assessment for learning (afl)
publisher Universiti Malaysia Sarawak, (UNIMAS)
publishDate 2015
url http://ir.unimas.my/id/eprint/12600/1/Teachers%27%20perceptions%20of%20assessment%20for%20learning%20%28AfL%29%20%2824pgs%29.pdf
http://ir.unimas.my/id/eprint/12600/9/Ko.pdf
http://ir.unimas.my/id/eprint/12600/
_version_ 1817848760958451712
score 13.222552

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