Papers by Hailay T E S F A Y Gebremariam
Frontiers in Education, 2023
Assessment for learning, which is one of the assessment genres, is a means of gathering informati... more Assessment for learning, which is one of the assessment genres, is a means of gathering information during teaching and learning and it is helpful to determine students' success in learning. The article aims at examining the understanding of Amharic language teachers on the strategies and challenges of assessment for learning practices. To meet this objective, participants were selected through the cluster random sampling technique for a questionnaire survey (n=180) from all levels of general education (i.e., grades one to twelve). Twelve (12) teachers for an in-depth interview and four (4) teachers for an informal conversation were also selected through cluster random sampling and ,. The data acquired through the closed-ended items of the questionnaire was analyzed by a one-sample t-test while the data obtained through an openended items of the questionnaire; interviews, and informal conversation were analyzed qualitatively through verbal descriptions. The results from a closed-ended questionnaire show that teachers practice of assessment for learning strategies in the classrooms. Conversely, the data from the open-ended questionnaire shows that most of the teachers' relied on the assessment of learning. Besides, their awareness of assessment for learning strategies was found limited. Moreover, lack of transparency, lack of knowledge and experience, school administrative problems, lack of training, and reliance on assessment preference are the challenges that teachers faced while attempting to implement assessment for learning strategies. Based on the findings, recommendations were also forwarded.
International Journal of Language Education
Assessment is the central point of educational progress; it is the assistant to teachers during a... more Assessment is the central point of educational progress; it is the assistant to teachers during and after teaching and learning. One of the assessment genres, assessment for learning is referred to gathering information during teaching and learning, to determine students’ success in learning. The study aims to determine the understanding of assessment for learning strategies and challenges may face in Amharic language teachers. The participants selected from all levels of general education (1-12 grades), through cluster random sampling, were 180 Amharic language teachers for a questionnaire survey. In addition, twelve (12) teachers and four (4) teachers were selected through cluster random sampling respectively for an interview and informal conversation. The data acquired through the closed-ended questionnaire was analyzed by a one-sample t-test, while the data obtained through an open-ended questionnaire; interviews and informal conversations were analyzed in qualitative verbal de...
ISRN Public Health, 2013
Background. Iodine deficiency has serious effects on body growth and mental development. This stu... more Background. Iodine deficiency has serious effects on body growth and mental development. This study assessed availability of adequately iodized salt at household level and associated factors in Gondar town, northwest Ethiopia. Methods. Community based cross-sectional study was carried out among households in Gondar town during August 15–25, 2012. Multistage sampling technique was used. Data were collected using a pretested and structured questionnaire by a face-to-face interview technique. Bivariate and multivariate analyses were performed to check associations and control confounding. Results. A total of 810 participants were participated. The availability of adequately iodized salt (≥15 parts per million) in the study area was 28.9%. Multivariate analysis showed that using packed salt (AOR (95% CI) = 9.75 (5.74, 16.56)), not exposing salt to sunlight (AOR (95% CI) = 7.26 (3.73, 14.11)), shorter storage of salt at household (AOR (95% CI) = 3.604 (1.402, 9.267)) and good knowledge o...
Frontiers in Education, Apr 11, 2023
Assessment for learning practice and learning improvement are the two vital variables in this stu... more Assessment for learning practice and learning improvement are the two vital variables in this study. This article explores primary school teachers' assessments for learning practices for student learning improvement. The participants (n = 242) were selected through a cluster random sampling techniques for a questionnaire survey from the target primary schools to meet the research objective of this study. Among the total participants 15 teachers for an in-depth interview, and five for informal conversations were randomly selected through purposive sampling. The data collected through closed-ended questionnaire were analyzed using mean, standard deviation, analysis of variance and post-hoc methods. To analyze the qualitative data acquired through interview and informal conversation, thematic verbal descriptions were employed. Conversely, the findings indicated that the primary school teachers had highly positive classroom environments practice, moderate positive learning intentions and success, feedback in assessment practices, and self-and peer-assessment practices toward learning assessment. Although, the findings from the quantitative data showed that the primary school teachers had high and moderate assessments for learning practice, the interviews revealed that they had low confidence in learning practice assessments owing to challenges faced during practice. These overall challenges relate to transparency, experience, training, school problems, and preference reliance. Finally, based on the study's implications, recommendations are made for future directions of studies that will allow better comprehension of the assessment for learning practice in relation to the students' learning improvement.
International Journal of Language Education, 2022
Assessment for learning, which is one of the assessment genres, is a means of gathering informati... more Assessment for learning, which is one of the assessment genres, is a means of gathering information during teaching and learning and it is helpful to determine students' success in learning. The article aims at examining the understanding of Amharic language teachers on the strategies and challenges of assessment for learning practices. To meet this objective, participants were selected through the cluster random sampling technique for a questionnaire survey (n=180) from all levels of general education (i.e., grades one to twelve). Twelve (12) teachers for an in-depth interview and four (4) teachers for an informal conversation were also selected through cluster random sampling and ,. The data acquired through the closed-ended items of the questionnaire was analyzed by a one-sample t-test while the data obtained through an openended items of the questionnaire; interviews, and informal conversation were analyzed qualitatively through verbal descriptions. The results from a closed-ended questionnaire show that teachers practice of assessment for learning strategies in the classrooms. Conversely, the data from the open-ended questionnaire shows that most of the teachers' relied on the assessment of learning. Besides, their awareness of assessment for learning strategies was found limited. Moreover, lack of transparency, lack of knowledge and experience, school administrative problems, lack of training, and reliance on assessment preference are the challenges that teachers faced while attempting to implement assessment for learning strategies. Based on the findings, recommendations were also forwarded.
International Journal of Language Education, 2022
Assessment for learning, which is one of the assessment genres, is a means of gathering informati... more Assessment for learning, which is one of the assessment genres, is a means of gathering information during teaching and learning and it is helpful to determine students' success in learning. The article aims to examine the understanding of Amharic language teachers on the strategies and challenges of assessment for learning practices. To meet this objective, participants were selected through the cluster random sampling technique for a questionnaire survey (n=180) from all levels of general education (i.e., grades one to twelve). Twelve (12) teachers for an in-depth interview and four (4) teachers for an informal conversation were also selected through cluster random sampling and ,. The data acquired through the closed-ended items of the questionnaire was analyzed by a one-sample t-test while the data obtained through an openended items of the questionnaire; interviews, and informal conversation were analyzed qualitatively through verbal descriptions. The results from a closed-ended questionnaire show that teachers practice of assessment for learning strategies in the classrooms. Conversely, the data from the open-ended questionnaire shows that most of the teachers relied on the assessment of learning. Besides, their awareness of assessment of learning strategies was found limited. Moreover, lack of transparency, lack of knowledge and experience, school administrative problems, lack of training, and reliance on assessment preference are the challenges that teachers faced while attempting to implement assessment for learning strategies. Based on the findings, recommendations were also forwarded.
Educational Research Review, 2017
This study aims to investigate Ethiopian higher education Amharic language writing skills instruc... more This study aims to investigate Ethiopian higher education Amharic language writing skills instructors’ practices of Assessment Methods in writing skill context. It was also intended to look for their viewpoints about the practicality of implementing Assessment Methods in Amharic writing courses. In order to achieve the goals of this study, document analysis such as course outlines and assessment papers, 10 Ethiopian Amharic language writing skill instructors, and teaching at higher education were cross-examined. Since the study employs a mixed-method design, the researcher profited from both document analysis and interviews. The document analysis and interview data were analyzed thematically, discussed thoroughly and then interpreted. The results indicated that the majority of Ethiopian Higher Education Amharic Language writing skill courses instructors is implemented as 95% traditional assessment and 5% alternative assessment methods. Application of the assessment methods and activ...
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Papers by Hailay T E S F A Y Gebremariam