文章基本信息

标题：Primary Education Teachers towards the Institution of Assessment: the case of Greece
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作者：Christine Syriopoulou -Delli
期刊名称：Review of European Studies
印刷版ISSN：1918-7173
电子版ISSN：1918-7181
出版年度：2009
卷号：1
期号：2
页码：124
DOI：10.5539/res.v1n2p124
出版社：Canadian Center of Science and Education
摘要：Normal 0 MicrosoftInternetExplorer4 st1\:*{behavior:url(#ieooui) } Research presents the attitudes and perceptions of Greek primary education teachers, towards the institution of a system of assessment, the members, its aims and content. This institution is centrally designed in Greece , namely by the Ministry of Education and Religious Affairs. Teachers evaluate the conditions under which assessment can be effective, beneficial, functional and objective, define the characteristics desirable for the individual they believe suitable to carry out assessment and also express their personal opinion on assessment. Aims of research are: the investigation of teachers’ views on a controversial issue with political implications, b) the evaluation and upgrading of the education system. Evaluation of the education system has social and economic dimensions and is related to labor force and economic development, c) the development of teachers as professionals. The research for the investigation into the attitude of teachers of Primary education assessment came from ideas of INSET teachers in the Didaskalio ( INSET College ) Alexander Delmouzos institution in Rhodes , during the subject “Methodology of Educational Research”. A questionnaire was formulated which was distributed and codified by the teachers themselves. To these initial questionnaires another third were added to create a sample of 942 teachers from different areas of Greece . Research findings show that the majority (74%) of teachers give priority to assessment which contributes to self-knowledge and self-esteem. A percentage over 73% maintains that “assessment can be effective, useful or functional when assessors have full pedagogical and scientific training”. Over 69% accept the counseling character of assessment, more than 67% asso c iate assessment with “ well organized training ”. More than 77% associate teachers’ assessment with the educational function and express the expectation that “assessment will contribute to the improvement in quality of educational function”. A majority of 83% that an assessor’s personality plays important role in assessment. 50.85% relate the acceptance of assessment to possible vocational promotion and 34.40% to salary increase. Finally, as it clears from the given answers, the sampled teachers in this present research do not reject assessment in any way.