Teaching perceptions and current practices of science assessment methods in the lower primary / Ameeliya Moosa
Publication details: 2014. DDC classification: MED 372.35 MOO| Item type | Current library | Home library | Call number | Status | Date due | Barcode | Item holds |
|---|---|---|---|---|---|---|---|
| Research papers | Villa College QI Campus | Villa College Library | MED 372.35 MOO (Browse shelf(Opens below)) | Not for loan | 8141 |
Abstract
This study aims to investigate teachers' perception of science assessment and the methods and tools that are used in assessing learning science in the key stage 1 of a primary school in one of the islands. In this study the main focus will be what teachers' perceptions are in assessing the learning of science, methods and tools used in assessing learning, and whether it has any effect on the students' learning and outcome. For this qualitative study, data was collected from the teachers who are teaching science to key stage 1 in the school. One teacher from each grade at key stage 1 was interviewed to find their opinion on assessment methods and tools that are being used in science assessments.
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