Primary School Teachers’ Perception: A Study on Assessment Components and Its Effects
Sharon Campbell-Phillips *
Department of Education, University of the People, Pasadena, CA, USA.
Deb Proshad Halder
Department of English, Jashore Government Girls’ College, Bangladesh.
Serlange Campbell
Department of Nursing, College of Science, Technology and Applied Arts of Trinidad and Tobago. (COSTAATT), Trinidad and Tobago.
Daneil Phillips
Department of Business Management, University of the Southern Caribbean, Trinidad and Tobago.
*Author to whom correspondence should be addressed.
Abstract
This study documented teachers’ perceptions concerning the implementation of the Continuous Assessment Component of the Secondary Entrance Examination, and its effectiveness in the teaching and learning process. Specifically, the study sought to gain an understanding of the extent to which teachers are aware of what continuous assessment entails, the challenges that they encounter in its implementation and its importance to both the teaching and learning processes. The participants in this study were six female and two male teachers who varied at different levels of experience and preparation. Through interviews and questionnaires, the researcher guided the study to determine: a) what are the attitudes and perceptions of selected primary school teachers at my school, concerning the effectiveness of the continuous assessment program as a tool for assessing students, b) what do selected primary school teachers at my school consider to be the challenges that they will encounter in implementing the continuous assessment programme in their respective classes, c) how has continuous assessment affected teacher performance at my school as a result of this process, and d) what support systems do these teachers have that will assist them in the delivery of the program. The study conducted a Mixed Methods study and used the questionnaire and interview instruments to guide the collection of data for analysis. The perceived challenges that emerged were discussed according to the following headings: Benefits of continuous assessment; teachers’ perception concerning continuous assessment; attitude towards assessment; curricular challenges; instructional challenges; adequate resources and curriculum reform and effective implementation.
Keywords: Education, teachers, perception, primary school.