期刊論文
Primary school teachers' classroom-based e-assessment practices: Insights from the theory of planned behaviour
EdLink- Primary school teachers' classroom-based e-assessment practices: Insights from the theory of planned behaviour
- Wiley
- 2024
-
- Hong Kong
-
- 1997.7 onwards
-
- 小學教育
- There is a global trend in the increased adoption of e-assessment in school classrooms to enhance learning. Teachers, as classroom-based assessment designers and implementers, play a vital role in such assessment change. However, little is known about school teachers' classroom-based e-assessment practices and the underlying reasons. To address this research gap, this study identified the factors influencing Hong Kong primary school teachers' e-assessment practices underpinned by the theory of planned behaviour (TPB). A large-scale survey was issued to 878 teachers via Qualtrics. Structural equation modelling (SEM) analysis shows that primary school teachers' intentions of using e-assessment and perceived behavioural control of it were the two strongest factors predicting their e-assessment practices in a general way. Specifically, teachers' intentions outweighed perceived behavioural control in determining their use of alternative e-assessment tasks and e-feedback, but this reversed for e-tests/exercises. The impact of perceived behavioural control was consistent across the three types of e-assessment practices. Furthermore, teachers' attitudes significantly influenced their intentions to use alternative e-assessment tasks, while subject norms primarily predicted their intentions to use e-feedback. The findings have implications for primary schools to take countermeasures to facilitate the successful implementation of e-assessment at the classroom level.Practitioner notesWhat is already known about this topic E-assessment has the potential to influence learning. E-assessment has often been used in a controlled environment with a relatively small sample size. The past 3 years have seen a surge in discussions and research around using e-assessment in classroom settings, mostly in higher education. What this paper adds Primary school teachers used more e-tests or exercises than alternative e-assessment tasks and e-feedback in their daily teaching. Teachers' intentions outweighed perceived behavioural control in determining their use of alternative e-assessment tasks and e-feedback, but this reversed for e-tests/exercises. Teachers' attitudes significantly influenced their intentions to use alternative e-assessment tasks, while subject norms primarily predicted their intentions to use e-feedback. Implications for practice and/or policy Teachers' intentions of using alternative e-assessment and e-feedback should be increased to enhance their usage in the classroom. Teachers' e-assessment literacy should be developed to enable them to integrate e-assessment into their daily instruction. Copyright © 2024 The Authors.
-
- 英文
- 期刊論文
-
- 00071013
- https://bibliography.lib.eduhk.hk/tc/bibs/593c8d24
- 2024-10-09
最近的期刊論文
探究課程政策對教師遊戲教學信念的影響: 以香港兩所幼稚園教師為例期刊論文
Educational value priorities of Chinese parents in a global city: A mixed-methods study in Hong Kong期刊論文
The construct of integrated group discussion (IGD) among undergraduate students: To what extent does group discussion performance reflect performance on IGD tasks?期刊論文
Constructivist learning approaches do not necessarily promote immediate learning outcome or interest in science learning期刊論文
Work–life balance among higher-education professionals in Hong Kong and Thailand during the COVID-19 pandemic期刊論文
Healthy eating report card for pre-school children in Hong Kong期刊論文
Assessing the relationship between teacher inclusive beliefs, behaviors, and competences of students with autism spectrum disorders期刊論文
Developing language teachers’ professional generative AI competence: An intervention study in an initial language teacher education course期刊論文