Teachers' perceptions of assessment for learning (AfL)

Assessment for Leaming (AfL) is a worldwide initiative which is promoted to improve student learning. AfL refers to the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning. As AfL is a relatively new pedagogical appro...

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Main Author:	Ko, Ai Boi
Format:	Thesis
Language:	English English
Published:	2015
Subjects:	L Education (General)
Online Access:	http://ir.unimas.my/id/eprint/12600/1/Teachers%27%20perceptions%20of%20assessment%20for%20learning%20%28AfL%29%20%2824pgs%29.pdf http://ir.unimas.my/id/eprint/12600/8/Ko.pdf
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id	my-unimas-ir.12600
record_format	uketd_dc
spelling	my-unimas-ir.126002023-06-15T04:01:55Z Teachers' perceptions of assessment for learning (AfL) 2015 Ko, Ai Boi L Education (General) Assessment for Leaming (AfL) is a worldwide initiative which is promoted to improve student learning. AfL refers to the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning. As AfL is a relatively new pedagogical approach in Malaysia, this study aimed to investigated the secondary school teachers' perceptions of Assessment for Learning (AfL). The influence of demographic factors such as gender and teaching experiences on teachers' perceptions were also investigated. The research design used in the study was a Cross-Sectional Survey with descriptive and parametric statistical analyses. The samples in this study consisted of 96 teachers in three Malaysian Government secondary school in Sarawak, who had been trained with the AfL strategies. Independent t-test and one-way ANOVA test were used to determine the differences in teachers' perceptions of AfL based on gender and teaching experiences. The findings of this study showed that the teachers generally had positive perceptions of AfL. The study also found that there were no differences in teachers' perception based on gender and teaching experiences. The findings of these results provide insights into enhancing teachers' perceptions ofAfL and their AfL practices in classroom. Universiti Malaysia Sarawak, (UNIMAS) 2015 Thesis http://ir.unimas.my/id/eprint/12600/ http://ir.unimas.my/id/eprint/12600/1/Teachers%27%20perceptions%20of%20assessment%20for%20learning%20%28AfL%29%20%2824pgs%29.pdf text en public http://ir.unimas.my/id/eprint/12600/8/Ko.pdf text en validuser masters Universiti Malaysia Sarawak, (UNIMAS) Faculty of Cognitive Sciences and Human Development.
institution	Universiti Malaysia Sarawak
collection	UNIMAS Institutional Repository
language	English English
topic	L Education (General)
spellingShingle	L Education (General) Ko, Ai Boi Teachers' perceptions of assessment for learning (AfL)
description	Assessment for Leaming (AfL) is a worldwide initiative which is promoted to improve student learning. AfL refers to the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning. As AfL is a relatively new pedagogical approach in Malaysia, this study aimed to investigated the secondary school teachers' perceptions of Assessment for Learning (AfL). The influence of demographic factors such as gender and teaching experiences on teachers' perceptions were also investigated. The research design used in the study was a Cross-Sectional Survey with descriptive and parametric statistical analyses. The samples in this study consisted of 96 teachers in three Malaysian Government secondary school in Sarawak, who had been trained with the AfL strategies. Independent t-test and one-way ANOVA test were used to determine the differences in teachers' perceptions of AfL based on gender and teaching experiences. The findings of this study showed that the teachers generally had positive perceptions of AfL. The study also found that there were no differences in teachers' perception based on gender and teaching experiences. The findings of these results provide insights into enhancing teachers' perceptions ofAfL and their AfL practices in classroom.
format	Thesis
qualification_level	Master's degree
author	Ko, Ai Boi
author_facet	Ko, Ai Boi
author_sort	Ko, Ai Boi
title	Teachers' perceptions of assessment for learning (AfL)
title_short	Teachers' perceptions of assessment for learning (AfL)
title_full	Teachers' perceptions of assessment for learning (AfL)
title_fullStr	Teachers' perceptions of assessment for learning (AfL)
title_full_unstemmed	Teachers' perceptions of assessment for learning (AfL)
title_sort	teachers' perceptions of assessment for learning (afl)
granting_institution	Universiti Malaysia Sarawak, (UNIMAS)
granting_department	Faculty of Cognitive Sciences and Human Development.
publishDate	2015
url	http://ir.unimas.my/id/eprint/12600/1/Teachers%27%20perceptions%20of%20assessment%20for%20learning%20%28AfL%29%20%2824pgs%29.pdf http://ir.unimas.my/id/eprint/12600/8/Ko.pdf
_version_	1783728111140995072

Teachers' perceptions of assessment for learning (AfL)

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