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http://dx.doi.org/10.15267/keses.2015.34.2.153

Analysis of Elementary School Teachers' Self-diagnosis on Their Competency for Assessment in Science  

Kang, Hunsik (Chuncheon National University of Education)
Kang, Sukjin (Jeonju National University of Education)
Publication Information
Journal of Korean Elementary Science Education / v.34, no.2, 2015 , pp. 153-163 More about this Journal
Abstract
In this study, we analyzed elementary school teachers' self-diagnosis on their competency for assessment in science. A questionnaire was administered to 217 elementary school teachers and in-depth group interviews with 6 teachers were also conducted. The results revealed that the mean scores of five subcategories, 'choosing assessment methods', 'developing assessment instruments', 'administering, scoring, and grading', 'analyzing, interpreting, using, and communicating assessment results', and 'recognizing ethics in assessment', were 3.82, 3.50, 3.92, 3.76, and 4.09 on a scale of 5 points, respectively. Teachers having more teaching experience showed higher mean scores in all subcategories. However, only the teachers having more than 20 years of teaching experience were statistically better than those having less than 5 years of teaching experience in four subcategories except for 'recognizing ethics in assessment'. There were no significant differences in terms of major, whereas the mean scores of the teachers having master's degree were statistically higher than their counterpart in some subcategories. In addition, the teachers who had completed training for assessment exhibited statistically higher mean scores than their counterpart in four subcategories except for 'recognizing ethics in assessment'. Educational implications of these findings are discussed.
Keywords
assessment in science; competency; self-diagnosis; elementary school teacher;
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