An Investigation into Teachers’ Concerns About the Continuous Assessment Component of the Secondary Entrance Assessment at a Primary School in the Port of Spain Education District

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dc.contributor.author Broomes, Ria Natasha
dc.date.accessioned 2014-12-13T13:07:05Z
dc.date.available 2014-12-13T13:07:05Z
dc.date.issued 2014-12-13
dc.identifier.uri http://hdl.handle.net/2139/39323
dc.description.abstract This study investigated four teachers’ concerns about the Continuous Assessment Component (CAC) of the Secondary Entrance Assessment (SEA) examination at a primary school in Trinidad and Tobago. Data were collected through interviews. The findings revealed that the teachers had mixed feelings about the CAC. While they appreciated the concept of the CAC, they expressed concerns about the inadequacy of training and the marginalization of their role in the planning process by the Ministry of Education. It was also found that the teachers were constrained by insufficient time for teaching and assessing new content areas, as well as by inadequately trained monitors and the cramped physical infrastructure of the school. en_US
dc.language.iso en en_US
dc.subject Concerns en_US
dc.subject Teacher attitudes en_US
dc.subject Primary school teachers en_US
dc.subject Continuous Assessment Component en_US
dc.subject Secondary Entrance Assessment examination en_US
dc.subject Curriculum implementation en_US
dc.subject Primary school curriculum en_US
dc.subject Case studies en_US
dc.subject Trinidad and Tobago en_US
dc.title An Investigation into Teachers’ Concerns About the Continuous Assessment Component of the Secondary Entrance Assessment at a Primary School in the Port of Spain Education District en_US
dc.type Thesis en_US


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