Search Repository UNMAS Denpasar

Successful teaching and learning process depends on how teachers conduct assessment in the classroom. Successful classroom assessment enables teachers to improve the students' learning achievement and the refinement of upcoming teaching strategies. This study explored teachers' perceptions of classroom assessment and established a useful solution to effective classroom assessment practices. To obtain information about the teachers' perceptions and practices of assessment, a multiple case study was carried out by employing semi-structured interviews and direct classroom observation. The study showed that teachers who have positive perceptions towards classroom assessment tend to administer the assessment properly and utilized the assessment results to improve students' learning achievement. Meanwhile, teachers who have negative perceptions of classroom assessment conducted the classroom assessment inappropriately. The findings suggested that teachers should continually build up their knowledge about effective classroom assessment practices. Moreover, further intensive training on classroom assessment should be handled by authorities to ensure teachers have high practical knowledge and have the ability to perform classroom assessments.