Assessment of teacher perceived skill in classroom assessment practices using IRT Models

Abstract

The purpose of this study was to assess teacher perceived skill in classroom assessment practices. Data were collected from a sample of (N = 691) teachers selected from government primary, junior secondary, and senior secondary schools in Botswana. Item response theory models were used to identify teacher response on items that measured their self-perceived skill in classroom assessment practices. Results of the study showed that generally teachers felt more skilled in test construction than other practices such as using classroom assessment results to make informed decisions in their teaching and learning process. Implications of these findings for policy makers and school managers are discussed.

Keywords

• teacher perceived skill in classroom assessment
• assessment practices
• teachers self-perceived skills
• item response patterns
• item response theory
• graded response models