An Exploratory Qualitative Study of Secondary Teachers’ Classroom Assessment Literacy and Practices at Superville High School, Trinidad

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dc.contributor.author Mark, Nicola
dc.date.accessioned 2019-07-17T16:51:35Z
dc.date.available 2019-07-17T16:51:35Z
dc.date.issued 2017
dc.identifier.uri http://hdl.handle.net/2139/47334
dc.description.abstract This qualitative study explored the assessment literacy and practices of teachers at a secondary school in Trinidad and Tobago. The participants in the study were five teachers (one male and four females) of the school. Data were collected through interviews and classroom observations. A synthesis of the findings revealed that although the participants were familiar with the basic concepts in assessment, they generally demonstrated limited classroom assessment literacy, which adversely impacted their ability to implement high-quality assessments. In addition, institutional and socio-cultural contextual factors were also found to have influenced their assessment literacy practices. en_US
dc.subject.lcsh Classroom research en_US
dc.subject.lcsh Case studies en_US
dc.subject.lcsh Teacher attitudes en_US
dc.subject.lcsh Secondary school teachers en_US
dc.subject.lcsh Trinidad and Tobago en_US
dc.title An Exploratory Qualitative Study of Secondary Teachers’ Classroom Assessment Literacy and Practices at Superville High School, Trinidad en_US
dc.Faculty Humanities and Education en_US
dc.Department Education en_US
dc.Institution University of the West Indies (Saint Augustine, Trinidad and Tobago) en_US
dc.DegreeType Master's in Education en_US


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