| || || Educational tests and measurements -- Fiji|
| || || The current Fiji secondary school teachers' classroom assessment and grading practices |
Author: Mehta, Ajay
Institution: University of the South Pacific.
Subject: Educational tests and measurements -- Fiji, Grading and marking (Students) -- Fiji
Call No.: Pac LB 3058 .F5 M44 2015
Copyright:20-40% of this thesis may be copied without the authors written permission
Abstract: Assessment and grading practices in secondary schools have evolved universally and this has been also apparent in the Fiji secondary schools. These were appropriate due to the impact of globalization on Fiji’s education system; hence it has to benchmark itself with what’s generally accepted worldwide. This mix-method study examined the current Fiji secondary school teachers’ assessment and grading practices. The sample size included 215 secondary school teachers who taught Year 9 to Year 12 student at secondary schools located along the Suva – Nausori corridor. The research instrument consists of three parts: (1) Demographic data, subject, year level, and number of students, (2) Secondary Teachers’ Assessment and Grading Practices Questionnaire, (3) Four open-ended questions based on teachers current assessment practices. Teachers were asked to comment on the most positive aspects of their assessment practices and their concerns regarding assessment currently done in their schools. Descriptive statistics and qualitative coding was used to analyse data. The results revealed that (1) secondary school teachers are quite competent with the assessment, (2) teachers are utilizing many forms of assessment and grading practices, (3) teachers are well prepared to handle current assessment and grading practices, however, (4) there is some degree of inconsistency between the practices of secondary school teachers amongst themselves. Results of this study provide basic information for educationists on developing strategies to enhance teacher grading practices and assessments in Fiji Secondary Schools. Finally, while this study is confined to an urban setting, it is recommended that extensive research on assessment and grading practices is also carried out in rural settings where results can be compared. This study can form the foundation for further research in this area.