Classroom Assessment Practices of Teachers in Turkey

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“…It was observed that the teacher did not utilise any assessment methods such as project assignments, demonstrations, self-assessment forms, or peer/group assessment forms which could allow students to analyse the products of the learning process by themselves. These results are in line with the results of other studies in the literature (Acar-Erdol & Yıldızlı, 2018;Davis & Neitzel, 2011;Duncan & Noonan, 2007;Gelbal & Kelecioğlu, 2007;Rieg, 2007;Xu, 2017;Yapıcı & Demirdelen, 2007). It is important to utilise a wide range of assessment methods in order to support assessment for/as learning in mathematics lessons.…”

“…The study utilized the Classroom Assessment Practices Observation Form that has been developed by (Acar-Erdol & Yıldızlı, 2018). The first part of the observation form included details such as observation date, the length of observation, and information about the pre-service teacher observing the classroom.…”

“…This kind of assessment has attained a new status as a result of the changes in learning paradigms that have taken place in recent years. The curriculums that have been developed in the light of those paradigms highlight the need to consider assessment as a process that is undertaken to support teaching by making necessary arrangements prior to, whilst, and after teaching and one that uncovers students' strengths and weaknesses (Abell & Siegel, 2011;Acar-Erdol & Yıldızlı, 2018;Shepard, 2000). Close examination of learning processes via assessment allows teachers to obtain detailed information with regards to how their students learn and what and how much they have learned.…”

Geography Teachers' Skills in Developing HOTS-Oriented Assessment Instruments in Metro City

“…It is the main feature of teaching and curriculum, strongly framing how students learn and what students achieve (Boud & Associates, 2010). Assessment deals with the process to evaluate the effectiveness of teaching activities carried out within the framework of assessment results (Acar-Erdol & Yıldızlı, 2018;Gallavan, 2009). As a part of class activities, it is a fundamental process to promote learning and achievement (Upahi, Issa, & Oyelekan, 2015).…”

The Development and Validation of Assessment Practices of Mathematical Thinking (APMT) Instrument (Pembangunan dan Pengesahan Instrumen Amalan Pentaksiran Pemikiran Matematik (APMT)

“…There were different methods of classifying teachers' assessment practices of mathematics learning. From the literature, some researchers classified mathematics assessment practices into diagnostic, formative and summative assessment (Acar-Erdol & Yıldızlı 2018;Dandis 2013;Genc 2005). Some other researchers divided mathematics assessment into traditional and alternative assessments (Abed & Awwad 2016;Alkharusi et al 2012Alkharusi et al , 2014Ghaicha 2016) whereas electronic assessment practices have been added as one of the teachers' assessment practices (Stacey & Wiliam 2013;Zahner et al 2012).…”