The Needs Assessment for The Development of Assessment Competency for Learning of Elementary School Teachers Affected by National Education Tests
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Abstract
The objectives of this research were to: 1) analyze the latent class of elementary school teachers affected by national educational tests; 2) assess the need for the development of assessment competency for learning and assessment competency for learning classified by the latent class of elementary school teachers affected by national education tests. The sample was 600 elementary school teachers in the lower northern region, selected by multi-stage sampling random. The Research tools were a questionnaires regarding the need to develop assessment competency for learning, a situation-based test to measure the assessment competency for learning, and the impact of national educational tests. The data was analyzed by percentage, latent class analysis, means, standard deviation and modified priority needs index and one-way analysis of variance. the finding for this research was as follows:
- The elementary teacher latent class in the lower northern region which were affected by the national educational tests was divided into 3 class; the first; a class of teachers affected by low positive and negative national education tests (37%), the second; a class of teachers affected by moderate positive and negative national education tests (11%) and finally; a class of teachers affected by high positive and negative national education tests (52%).
- The second latent class needed to develop assessment for learning at the highest level, and the first latent class and the third latent class respectively later.
- The results of the teacher learning assessment competency assessment state that mean T-score, overall assessment competency for learning, and assessment competency for learning in the use of learning assessment results of the first latent class are statistically significantly lower than those of the second and the third latent class at the .05 level. In addition, the mean T-score assessment competency for learning in the learning and assessment integration of the first latent class were statistically significantly lower than the third latent class at the .05 level. However, no difference was found in other areas.
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References
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