Assessment practices of newly hired teachers in NIS: challenges and changes

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dc.contributor.authorNurgazina, Assel
dc.date.accessioned2019-12-06T07:49:57Z
dc.date.available2019-12-06T07:49:57Z
dc.date.issued2019-06
dc.description.abstractThe education system is a crucial unit of any country. High quality professional preparation of educators and teaching are two key features of developed education system which influence the rating on any country on the world arena (OECD, 2014). The first Nazarbayev Intellectual School was established in 2008 and the last one in 2015. There are now 21 NIS schools across Kazakhstan. These schools are known as the advanced experimental platform which integrates the best Kazakstani and international educational practices. Thus, NIS are the pioneers which implement educational reforms, in particular, reforms connected with changes in curriculum and assessment (OECD, 2014). However, these changes are perceived differently by different teachers. Firstly, more experienced teachers are hired in NIS from mainstream schools. Many conducted studies show that experienced teachers in the most cases are resistant to changes, especially in assessment (Brodfoot et al., 1996; Dassa, 1990). Secondly, other new teachers in NIS are inexperienced teachers who have just graduated from universities. Often they are more ready for changes in assessment and agree changes improve learning and teaching (Yung, 2001). Consequently, the purpose of this qualitative study is to explore assessment practices of both types of teachers who have recently joined NIS, and investigate challenges they face and changes they experience. Within the qualitative research design, Case study method was used to investigate assessment practice of newly hired teachers. The research sampling included ten teachers with and without prior teaching experience. Two teachers out of these ten were selected as main participants, and individual semi-structured interviews were conducted with them, while, other eight teachers participated in focus group discussions. Non-participant observation was also used as data collection instrument. In compliance with findings, teachers’ prior experience and their understanding of new assessment are two main reasons influencing their present assessment practices. The results of this study facilitate the existed body of knowledge and provide important recommendations on practical and theoretical application.en_US
dc.identifier.citationNurgazina, A. (2019). Nazarbayev University Graduate School of Education, Nur-Sultanen_US
dc.identifier.urihttp://nur.nu.edu.kz/handle/123456789/4315
dc.language.isoenen_US
dc.publisherNazarbayev University Graduate School of Educationen_US
dc.rightsAttribution-NonCommercial-ShareAlike 3.0 United States*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-sa/3.0/us/*
dc.subjecteducation systemen_US
dc.subjectAssessment practicesen_US
dc.subjectnewly hired teachersen_US
dc.subjectResearch Subject Categories::SOCIAL SCIENCES::Social sciences::Educationen_US
dc.subjectNISen_US
dc.titleAssessment practices of newly hired teachers in NIS: challenges and changesen_US
dc.typeMaster's thesisen_US
workflow.import.sourcescience

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