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Adult student assessment in second chance schools in Greece: teachers' views

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Abstract:

The present study aims at presenting the views of second chance school (SCS) teachers, seconded from formal education schools. Firstly, on the positive outcomes resulting from project and portfolio assessment and student self evaluation in SCSs, secondly, the difficulties experienced during the assessment process and, thirdly, the combined use of descriptive and numerical assessment in SCSs. Two hundred and seventeen teachers, working in SCSs in Greece, filled in questionnaires with 21 close-ended questions, and provided relevant information. Data elaboration and statistical analysis were performed. Factor analysis was used to pinpoint the main factors that influence the attitude of teachers towards assessment in SCSs. The results of the survey showed, among others, that teachers, in principle, express a positive attitude towards the above-mentioned forms of assessment, but they find it difficult to cope firstly, with the students' poor understanding of assessment purposes, criteria and description terminology; secondly, with the lack of an officially organized plan/list of proposed projects and forms of different assessment techniques; and thirdly, with student stigmatization caused by numerical grades. In the discussion section suggestions have been put forward to enhance adult students' understanding, to boost teachers' official support during assessment procedures and, finally, to reform assessment methods implemented in formal education, so that assessment becomes more stimulating, credible, integrated and fair for all students, adult and non-adult ones.

Document Type: Research Article

DOI: http://dx.doi.org/10.1080/02601370.2010.547618

Affiliations: 1: Harokopio University, Greece 2: Technological Education Institute of Messolonghi, Greece 3: University of Patras, Greece

Publication date: March 1, 2011

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