# Import data
library(tidyverse)
continuous_assessment <- read_csv(file = "https://raw.githubusercontent.com/zief0002/epsy-5261/main/data/continuous-assessment.csv")continuous-assessment.csv
These data are based on data from Abejehu (2016) who collected survey data from teachers in order to study the practice of continuous assessment in Ethiopian primary schools. Continuous assessment promotes the use of formative assessment as a method to improve teaching and learning. In the study, a 24-item survey was administered to primary school teachers who were randomly selected from the total population of 191 primary school teachers using a lottery system. The data in continuous-assessment.csv include \(n=30\) teachers’ data from three of the items. The response options for all items was a four-point Likert scale, where:
- 4 = Strongly Agree,
- 3 = Agree,
- 2 = Disagree, and
- 1 = Strongly Disagree
The attributes included in the data are:
prior_knowledge: Responses to the survey item: “I always assess students’ prior knowledge before starting new lesson.”only_achievement: Responses to the survey item: “I give assessment feedback only by marking students’ achievement”prompt_feedback: Responses to the survey item: “After assessment I give prompt feedback to students comprising their strengths and weaknesses.”
Preview
References
Abejehu, S. B. (2016). The Practice of Continuous Assessment in Primary Schools: The Case of Chagni, Ethiopia. Journal of Education and Practice.