Teacher goal beliefs and characteristics as predictors of teachers’ use of criterion-referenced testing practices

Setlhomo Koloi-Keaikitse, Kamogelo A. Matebekwane


Teachers are considered as cornerstones for bringing change and preparing students for future endeavours. It is therefore very essential to understand their teaching practices, particularly how they assess and evaluate student learning outcomes. This study investigated the extent to which teachers’ goal orientations, beliefs, and the characteristics predict the frequency with which they used criterion-referenced testing practices as they evaluate student learning in classroom settings. A survey questionnaire was administered and completed by (N=691) primary, junior, and senior secondary teachers selected from government schools in Botswana. Results from hierarchical sequential regression showed that teachers’ mastery goal beliefs were the strongest and the most important predictor of the frequency with which teachers used criterion referenced testing practices. Recommendations, implications and suggestions for policy and practice are discussed.

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