Teachers’ Knowledge and Practice in Assessment of Children’s Learning and Development: The Case of Some Selected Private Kindergartens in Bahir Dar City Administration.

Esubalew, Mekonnen

dc.contributor.author	Esubalew, Mekonnen
dc.date.accessioned	2018-08-02T05:09:52Z
dc.date.available	2018-08-02T05:09:52Z
dc.date.issued	2018-08-02
dc.identifier.uri	http://hdl.handle.net/123456789/8914
dc.description.abstract	The main purpose of this study was to investigate the knowledge and practice of teachers in assessment of children’s learning and development among kindergarten schools in bahir dar city administration. In order to make this purpose real and practical, the researcher used the qualitative research design. In the eve of the research, the researcher selected 3 private kindergarten schools from these participant teachers were selected. 15 participants, 5 participants from each three schools were selected by using purposive sampling method. To obtain relevant data the researcher used structured interview as a means to gather data. 8 structured interview items that were aimed at measuring nature, purpose, area and method of assessment were employed to gather the required data from the selected participants. Besides, this the researcher used document analysis as a means to collect data for triangulation purpose that testify the data gathered from the participant teachers. After the data has been collected and recorded, it was sketched, checked and edited for analysis purpose. Then after, the collected data was analyzed by using narrative and interpretive analysis technique. The findings of this research revealed that participant teachers have the knowhow on the nature assessment. However, they lack concepts of higher order purposes of assessment and multiple method and areas of assessment. Concerning with their assessment practices, they mainly assess children’s learning progress once a week in a regular session through tests and observation. But practices related to assessing developmental aspects were limited. The mere presence of lower order knowhow on the nature, method, area and purpose of assessment is not a guarantee for generating competent students and even setting a fixed date to conduct assessment will not be effective to fix the gap of the children’s in every contents. Hence, government official, colleges and universities shall work to create awareness and give training so as to improve participant’s knowhow and practice of children’s learning and development assessment as well. Key Terms: Assessment, children’s learning, Children’s development.	en_US
dc.language.iso	en	en_US
dc.subject	psycology	en_US
dc.title	Teachers’ Knowledge and Practice in Assessment of Children’s Learning and Development: The Case of Some Selected Private Kindergartens in Bahir Dar City Administration.	en_US
dc.type	Thesis	en_US