Abstract

This descriptive survey study was conducted to ascertain the perception of the school-based assessment (SBA). A sample of 118 teachers in Purba Bardhhaman district, West Bengal, India, was selected through a random sampling technique to collect the relevant data. The study’s objective was to determine teachers’ perceptions and self-efficacy regarding the school assessment implementation in the classroom and the application of SBA practices based on their gender, locality, educational qualification, and experience. The results were analyzed using inferential statistical analysis. Data showed that 67.8% of the teachers were aware of the SBA and used quizzes, weekly records, and self and peer assessment practices. The remaining 32.2%, unaware of the term, also applied these practices to improve teaching and learning once they understood the concept. Findings also revealed that only teaching experience influences their overall perception and self-efficacy regarding SBA (p = 0.04, p < 0.05). In contrast, gender, locality, and educational qualification have no significant influence. Teachers with 10 to 20 years of teaching experience have a better understanding of SBA than teachers with less than 5 years of experience (p = 0.04, p < 0.05). Further, the dimension-wise comparison of perception on SBA revealed that female students have a better understanding compared to their counterparts (p = 0.01, p < 0.05) and that teachers with a master’s degree have better experience compared to their counterparts with a bachelor’s degree (p = 0.03, p < 0.05). Dimension-wise comparison of teachers’ self-efficacy revealed that the ability to implement SBA in the classroom varies based on their educational qualifications (p = 0.00, p < 0.05). Specifically, teachers with teaching certificates and master’s degrees are more likely to implement SBA in the classroom compared to teachers with bachelor’s degrees (p = 0.01, p < 0.05, p = 0.02, p < 0.05). A Kruskal–Wallis H test revealed a statistically significant difference between SBA practices and teaching experiences (p = 0.02, p < 0.05). The Mann–Whitney U test also revealed gender-based differences in the time and resources allocated for SBA implementation (p = 0.00, p < 0.05).