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Investigation of Teachers' Beliefs about Classroom Assessment

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Title: Investigation of Teachers' Beliefs about Classroom Assessment
Language: English
Authors: Hasan Sahin (ORCID 0009-0000-7674-6747), Cihad Sentürk (ORCID 0000-0002-1276-8653)
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
FullText Text:
  Availability: 0
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  Data: Investigation of Teachers' Beliefs about Classroom Assessment
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  Data: <searchLink fieldCode="AR" term="%22Hasan+Sahin%22">Hasan Sahin</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0000-7674-6747">0009-0000-7674-6747</externalLink>)<br /><searchLink fieldCode="AR" term="%22Cihad+Sentürk%22">Cihad Sentürk</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1276-8653">0000-0002-1276-8653</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Modern+Education+Studies%22"><i>International Journal of Modern Education Studies</i></searchLink>. 2025 9(2):610-650.
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  Data: 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
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  Data: Y
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  Data: 41
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  Data: 2025
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+School+Teachers%22">Middle School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Teachers%22">High School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Evaluation%22">Student Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Alternative+Assessment%22">Alternative Assessment</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Differences%22">Gender Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Background%22">Educational Background</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Experience%22">Teaching Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Characteristics%22">Teacher Characteristics</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Turkey%22">Turkey</searchLink>
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  Data: 2618-6209
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  Label: Abstract
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  Data: 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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  Data: 2026
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  Data: EJ1494468
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1494468
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 41
        StartPage: 610
    Subjects:
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Elementary School Teachers
        Type: general
      – SubjectFull: Middle School Teachers
        Type: general
      – SubjectFull: High School Teachers
        Type: general
      – SubjectFull: Student Evaluation
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Alternative Assessment
        Type: general
      – SubjectFull: Gender Differences
        Type: general
      – SubjectFull: Educational Background
        Type: general
      – SubjectFull: Teaching Experience
        Type: general
      – SubjectFull: Teacher Characteristics
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      – SubjectFull: Turkey
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      – TitleFull: Investigation of Teachers' Beliefs about Classroom Assessment
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            NameFull: Hasan Sahin
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            NameFull: Cihad Sentürk
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              Y: 2025
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