An Exploratory Study to Assess the Student Teacher’s Perception of Class-Room Assessment With Regard To Stipulated Teaching Practices among Nursing Students in the Selected Nursing College of The City

  • Shubhada Kale Professor, Tehmi Grant Institute of Nursing Education, Pune, Maharashtra.
Keywords: Student teacher, Perception, Classroom assessment, Teaching practice

Abstract

The assessment in the classroom is used by the teachers to obtain information about the extent to which students are achieving the target instructional outcomes. Examining students’ perceptions of assessment enable students to develop an authentic and realistic assessment approach. Hence an exploratory study was done to assess the teacher’s perception of classroom assessment with regard to stipulated teaching practices. The study aimed to assess the student teacher’s perception of class- room assessment after the stipulated teaching practice.  To assess the student teacher’s perception of class-room assessment after stipulated teaching practices and to correlate the finding with selected demographic variables. An Evaluative approach was used.  Descriptive design was selected for the study. The study was conducted in the selected nursing college. Population of the study was comprised of nursing students of second and third year B.Sc nursing, I and II year M.Sc nursing. The total sample size was of 52 B.Sc nursing and 14 M.Sc nursing students (Total 66 students). Purposive sampling technique was used for the selection of the sample. Questionnaire consisting of 7 items was used to collect the study data. The questionnaire consisted of two sections. The first part provided the demographic information and the second part consisted of items about student teacher’s perceptions of teaching practice assessment. The items were designed in a three - point likert- scale, 3- good, 2- average, and 1- poor. Data collection was done within one month. The findings show the percentage of student teacher perception after first teaching practice. 35. 71 % (14 students) of 2nd year basic B.Sc nursing students have good perception and 64. 29 % (total 14 students) have average perception, whereas 71. 43% (total 7 students) of M.Sc nursing students have good perception and 28. 57% have average perception after the first teaching practice. Analysis of student teachers perception of class room assessment after the stipulated teaching practice showed that 85. 29% (total 34 students) of 3rd year B.Sc nursing students have good perception and 14. 71% (total 34 students) have average perception whereas 57.14% (total 7 students) of M.Sc nursing have good perception and 42. 86% have average perception. Thus the results showed that there is an increase in the perception of student teacher in class room assessment after the first and stipulated teaching practices. But there is no correlation between the demographic variables such as age and year of experience.

References

 Sayed Ahmad Javid Mussawy. Assessment Practices: Student’s and Teachers’ Perceptions of Classroom Assessment, [internet] 2009 [cited. 27-11-17]: Available from: http://scholarworks.umass.edu/cgi/viewcontent.cgi?article=1008&context=cie_capstones.
 SAJ Mussawy. Student’s and Teachers’ Perceptions of Classroom Assessment, [internet] 2009 [cited on 27-11-17]. Available from: http://scholarworks.umass.edu/cie_capstones/9/.
 Falchikov, N. Improving assessment through student involvement: Practical solutions for higher and further education teaching and learning.London:Routledge. {Internet} 2004 [cited on 28-11-17]:Available from: https://cursos.campusvirtualsp.org/pluginfile.php/203477/mod_resource/content/1/9781134395750_sample_527172.pdf.
Published
2018-03-27
Section
Articles