The Contribution of Teachers' Peer-and Self-Assessment for the Implementation of Active Learning Strategies: Perceptions of Ethiopia Primary School Teachers

Autor/in	Mengistie, Solomon Melesse
Titel	The Contribution of Teachers' Peer-and Self-Assessment for the Implementation of Active Learning Strategies: Perceptions of Ethiopia Primary School Teachers
Quelle	In: Educational Research and Reviews, 9 (2014) 17, S.618-629 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1990-3839
Schlagwörter	Foreign Countries; Elementary School Teachers; Teacher Attitudes; Active Learning; Peer Evaluation; Self Evaluation (Individuals); Teaching Experience; Gender Differences; Age Differences; Teacher Improvement; Teacher Effectiveness; Ethiopia + Suchen Sie Ihr Suchwort? Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Aktives Lernen; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Äthiopien
Abstract	The present study tries to investigate the contribution of primary school teachers' peer- and self- assessment for effective implementation of active learning in their actual classrooms. In this study, areas in which self-reflection and peer assessment include three broad categories, such as methods of teaching and learning, instructional resource utilization, and assessment techniques employed by teachers in actual classes. The study was carried out on randomly selected primary school teachers of Bahir Dar town (the Capital City of Amhara Region, Ethiopia). Using multistage sampling, five schools were randomly selected out of 25 government primary schools found in Bahir Dar town, Amhara Region, Ethiopia. And then, 50 of the teachers were randomly selected from a total of 157 teachers found in the five selected primary schools residing in Bahir Dar town. Of these sample teachers, 32 were females and 18 were males. Data collection checklists were employed to gather information from teachers about their state of using peer-and self-assessment as a means for promoting the implementation of active learning in their respective classes. The results indicated that teachers' peer- and self- assessment are insufficient in promoting active learning in primary schools of Bahir Dar town. This study, therefore, proposes means and ways of improving the roles and status of teachers in using active learning in primary schools of Bahir Dar town as suggested in the current ETP (1994) of Ethiopia. (As Provided).
Anmerkungen	Academic Journals. e-mail: err@academic.journals.org; e-mail: service@academicjournals.org; Web site: http://academicjournals.org/journal/ERR
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10