Investigation of Teachers' Beliefs about Classroom Assessment
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| Title: | Investigation of Teachers' Beliefs about Classroom Assessment |
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| Language: | English |
| Authors: | Hasan Sahin (ORCID |
| Source: | International Journal of Modern Education Studies. 2025 9(2):610-650. |
| Availability: | International Journal of Modern Education Studies. Available from: Mevlut Aydogmus. Necmettin Erbakan University Ahmet Kelesopglu Education Faculty A-319 Meram Konya, 42000, Turkey. e-mail: ijonmes@gmail.com; Web site: https://www.ijonmes.net/index.php/ijonmes |
| Peer Reviewed: | Y |
| Page Count: | 41 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Junior High Schools Middle Schools Secondary Education High Schools |
| Descriptors: | Teacher Attitudes, Elementary School Teachers, Middle School Teachers, High School Teachers, Student Evaluation, Foreign Countries, Alternative Assessment, Gender Differences, Educational Background, Teaching Experience, Teacher Characteristics |
| Geographic Terms: | Turkey |
| ISSN: | 2618-6209 |
| Abstract: | This study examined teachers' beliefs about classroom assessment using a mixed-methods sequential explanatory design. Participants were primary, middle, and high school teachers in public schools in Karaman, Türkiye, during the 2024-2025 academic year. Data were collected through the Classroom Assessment Beliefs Scale and semi-structured interviews. The findings indicated that teachers were undecided about traditional assessment but strongly supported alternative, student-centered approaches. No significant differences were observed with respect to gender or subject taught. However, undergraduate teachers and those with 16-20 years of experience reported stronger traditional beliefs, while graduate teachers and those with 1-5 years of experience reported stronger alternative beliefs. Middle school teachers reported stronger traditional beliefs than did primary and high school teachers. Qualitative results indicated that while teachers valued alternative assessment, implementation was hindered by time limitations, large classes, curriculum intensity, lack of materials, student-related challenges, and the dominance of centralized exams. It is recommended that curricula and national examinations be revised to better align with alternative assessment approaches. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1494468 |
| Database: | ERIC |
| Abstract: | This study examined teachers' beliefs about classroom assessment using a mixed-methods sequential explanatory design. Participants were primary, middle, and high school teachers in public schools in Karaman, Türkiye, during the 2024-2025 academic year. Data were collected through the Classroom Assessment Beliefs Scale and semi-structured interviews. The findings indicated that teachers were undecided about traditional assessment but strongly supported alternative, student-centered approaches. No significant differences were observed with respect to gender or subject taught. However, undergraduate teachers and those with 16-20 years of experience reported stronger traditional beliefs, while graduate teachers and those with 1-5 years of experience reported stronger alternative beliefs. Middle school teachers reported stronger traditional beliefs than did primary and high school teachers. Qualitative results indicated that while teachers valued alternative assessment, implementation was hindered by time limitations, large classes, curriculum intensity, lack of materials, student-related challenges, and the dominance of centralized exams. It is recommended that curricula and national examinations be revised to better align with alternative assessment approaches. |
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| ISSN: | 2618-6209 |
