Teachers' Perception towards Formative Assessment in Saudi Universities' Context: A Review of Literature

Autor/in	Alsubaiai, Hanan Sarhan
Titel	Teachers' Perception towards Formative Assessment in Saudi Universities' Context: A Review of Literature
Quelle	In: English Language Teaching, 14 (2021) 7, S.107-116 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Foreign Countries; Teacher Attitudes; Formative Evaluation; Student Evaluation; Evaluation Methods; Teaching Experience; Educational Attainment; Cultural Influences; Knowledge Level; Barriers; Teacher Education; Student Centered Learning; Higher Education; Saudi Arabia + Suchen Sie Ihr Suchwort? Ausland; Lehrerverhalten; Schulnote; Studentische Bewertung; Bildungsabschluss; Bildungsgut; Cultural influence; Kultureinfluss; Wissensbasis; Lehrerausbildung; Lehrerbildung; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Hochschulbildung; Hochschulsystem; Hochschulwesen; Saudi-Arabien
Abstract	Formative assessment has received considerable attention among scholars around the world. In Saudi Arabia, formative assessment is perceived as a promising opportunity for improving learning outcomes. A review of literature reveals that, formative assessment influences students' outcomes positively. Notably, teachers' perception is an important factor that determines the assessment strategies used in class. Their perception towards formative assessment is influenced by factors such as teaching experience and education level. As such, any efforts to influence teachers' perspective will have a significant positive outcome on their willingness to apply formative assessment. However, a further study is needed to quantify the significance of teachers' perception in influencing their decision to apply formative assessment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01