Document Type
Open Access Capstone
Publication Date
2002
Abstract
The study investigated a sample of Malawi Secondary School teachers’ knowledge, attitude and practice of classroom assessment. A knowledge of classroom test and an attitude toward classroom test survey were administered to 51 qualified teachers from six randomly selected secondary schools. Focus group discussions were also conducted to get an in depth understanding of the problem under investigation. Two schools were national secondary schools; two were district boarding schools, and other two were district day secondary schools. The results of the study indicate that although the teachers had positive attitudes toward classroom assessment, they had very limited knowledge in this area. Problems that teachers face and how they could be improved are suggested. Recommendations and suggestions for future research studies are provided.
Pages
1-49
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons