Teachers’ views of their assessment practice

Abstract

The main aim of this research was to analyse teachers' views of pupil assessment. The theoretical framework was based on existing literature on advances and challenges of pupil assessment in regard to support for learning, fairness, educational partnership, feedback, and favourable methods. The data were gathered by means of a questionnaire designed for teachers of comprehensive schools. Teachers were first asked to describe a good (right/fair) and a bad (wrong/unfair) case of pupil assessment selected from the period of latest three years. Second, two lists of factors were presented, and respondents were asked to indicate which were the most influential in making pupil assessment either difficult or easy. One hundred twenty-six teachers completed and returned the questionnaire. A descriptive, mainly qualitative approach was used to analyse the data. The majority of positive views concerned the use of different assessment methods, an interactive approach, encouraging feedback, and criteria clarification. Negative views dealt with improper assessment methods, level of stringency, badly implemented assessment, and weak grounds for assessment. Three factors made assessment as difficult: interpretation of fairness, pupils with special needs, and pupils' heterogeneity. On the other hand, versatile assessment methods, curriculum advice, and pupils' good competencies made teachers' assessment work easy.

Evaluation of the Factors Affecting the Elementary Teachers’ Exhilaration

“…Atjonen (2014) showed that teachers have a positive attitude toward use of different assessment methods, encouraging feedback, an interactive approach, and criteria clarification. But they have negative views about weak implemented assessment, improper assessment methods, degree of stringency, and weak grounds for assessment (27). Dehnavi et al (2004) touched upon the importance of principals' evaluation of the teachers, because the teachers are oversensitive about evaluation, and evaluation has a significant effect on teachers' morale (19).…”

“…In this section, some questions regarding establishing elementary school teachers' union, employing prominent professors for holding educational workshops in the teachers' meetings, the establishment of elementary school teachers 'scientific-cultural associations, inviting officials to respond to teachers' problems in the elementary school teachers' meetings (23-26) Table 1. Seven factors of exhilaration questionnaire of teacher and number of questions in each factors In this section, some questions regarding the teachers' performance evaluation by considering all aspects of their work, taking into account the specific problems of elementary school teachers when evaluating their performance, giving importance to their views as experts when evaluating their performance, evaluating teachers' performance based on objective criteria and promotion of teachers based on a rigorous teacher-evaluation program were raised (19,23,(26)(27)(28)(29).…”

Concepciones de los Docentes sobre la Evaluación Socialmente Justa

“…Dentro de la línea de las concepciones de los docentes cobran especial relevancia las investigaciones que se centran en conocer dichas concepciones acerca de la evaluación (Atjonen, 2014;Brown, 2004;Brown y Hirschfeld, 2008;Brown y Remesal, 2012;Hidalgo y Murillo, 2017;Remesal, 2011;Winterbottom, Brindley, Taber, Fisher, Finney y Riga, 2008). De acuerdo con Prieto (2008), la influencia de las concepciones en la evaluación que llevan a cabo los docentes es clara: las creencias que tiene el profesorado tienen repercusiones directas sobre su práctica evaluativa y éstas en el aprendizaje de los estudiantes.…”

Las Concepciones sobre el Proceso de Evaluación del Aprendizaje de los Estudiantes / Conceptions about Assessment Process of Students’ Learning

“…Tal y como venimos diciendo, un fructífera y reciente línea de investigación es la que estudia las concepciones sobre el proceso de evaluación del aprendizaje (Atjonen, 2014;Azis, 2012;Brown, 2003, 2004, Brown y Hirschfeld, 2008Brown y Remesal, 2012;Brown, Lake y Matters, 2011;Chen, Morris y Mansour, 2012;Fives y Gill, 2014;Harris y Brown, 2008Winterbottom et al, 2008; entre otros).…”