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RELATIONSHIP BETWEEN THEORETICAL KNOWLEDGE AND APPLICATION ABILITIES OF SCIENCE TEACHERS IN ASSESSMENT PRACTICES AT SCHOOL LEVEL

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13 Pages : 136-144

http://dx.doi.org/10.31703/gesr.2024(IX-III).13      10.31703/gesr.2024(IX-III).13      Published : Sep 2024

Relationship between Theoretical Knowledge and Application Abilities of Science Teachers in Assessment Practices at School Level

Abstract

    The objective was to test the hypothesis that there is no relationship between theoretical knowledge and its practical application in assessment practices used by science teachers in the classroom and in general at the school level. The nature of the study was quantitative with descriptive correlational and linear regression design. The sample was randomly taken for the survey questionnaire from the Principals of high and higher secondary schools in two districts of Pakistan. The result revealed that there is a strong positive relationship between theoretical knowledge and its practical application in assessment used by science teachers at the secondary level. The regression analysis also showed that the theoretical understanding of assessment has a strong impact on the hands-on practices of the assessment. It was recommended that the science teachers' training focus on both theoretical concepts and learning along with the practical application of the assessment practices for effective and quality instructions or pedagogy.

    Assessment Theory, Assessment Practice, Different Tools and Techniques of Assessment, Science Teachers Training, Assessment Literacy of Science Teachers

    (1) Yousaf Khan
    PhD Scholar, Department of Education, University of Malakand, KP, Pakistan.
    (2) Munir Khan
    Assistant Professor, Department of Education, University of Malakand, KP, Pakistan.
    (3) Iqbal Amin Khan
    Lecturer, Department of Education, University of Malakand, KP, Pakistan.
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Cite this article

APA

    APA : Khan, Y., Khan, M., & Khan, I. A. (2024). Relationship between Theoretical Knowledge and Application Abilities of Science Teachers in Assessment Practices at School Level. Global Educational Studies Review, IX(III), 136-144. https://doi.org/10.31703/gesr.2024(IX-III).13

CHICAGO

    CHICAGO : Khan, Yousaf, Munir Khan, and Iqbal Amin Khan. 2024. "Relationship between Theoretical Knowledge and Application Abilities of Science Teachers in Assessment Practices at School Level." Global Educational Studies Review, IX (III): 136-144 doi: 10.31703/gesr.2024(IX-III).13

HARVARD

    HARVARD : KHAN, Y., KHAN, M. & KHAN, I. A. 2024. Relationship between Theoretical Knowledge and Application Abilities of Science Teachers in Assessment Practices at School Level. Global Educational Studies Review, IX, 136-144.

MHRA

    MHRA : Khan, Yousaf, Munir Khan, and Iqbal Amin Khan. 2024. "Relationship between Theoretical Knowledge and Application Abilities of Science Teachers in Assessment Practices at School Level." Global Educational Studies Review, IX: 136-144

MLA

    MLA : Khan, Yousaf, Munir Khan, and Iqbal Amin Khan. "Relationship between Theoretical Knowledge and Application Abilities of Science Teachers in Assessment Practices at School Level." Global Educational Studies Review, IX.III (2024): 136-144 Print.

OXFORD

    OXFORD : Khan, Yousaf, Khan, Munir, and Khan, Iqbal Amin (2024), "Relationship between Theoretical Knowledge and Application Abilities of Science Teachers in Assessment Practices at School Level", Global Educational Studies Review, IX (III), 136-144

TURABIAN

    TURABIAN : Khan, Yousaf, Munir Khan, and Iqbal Amin Khan. "Relationship between Theoretical Knowledge and Application Abilities of Science Teachers in Assessment Practices at School Level." Global Educational Studies Review IX, no. III (2024): 136-144. https://doi.org/10.31703/gesr.2024(IX-III).13