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Publication
Assessment conceptions and practices: perspectives of primary school teachers and students
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Advisor(s)
Abstract(s)
Students’ and teachers’ conceptions of assessment are important because they guide
how teachers’ assessments are implemented in the classroom and determine how
students study. This multiple-case design study examined 1) how teachers and
students view assessment, 2) how teachers assess their students’ learning, and 3) the
similarities and disparities that occur when students’ and teachers’ conceptions and
teachers’ practices of assessment are compared. Data were obtained from five third grade
classes, involving a total of five teachers and 82 students. Data were gathered through
individual interviews with teachers and focus group discussions with students. Classroom
observations and documents produced by the students (worksheets and tests) during
maths lessons were also analyzed. The results of the content analysis of the data indicate
that teachers mostly conceive assessment as being for improvement, while their
assessment practices and students’ conceptions focus on school and student
accountability. The results obtained lead us to suggest that students’ conceptions of
assessment are constructed from their classroom assessment experiences. The study
also suggests that teachers adopt conceptions of assessment inconsistent with their
practices, that allow them to work within social and contextual constraints.
Description
Keywords
Assessment practices Primary school Teacher Students Assessment conceptions
Citation
Monteiro, V., Lourdes, M. & Santos, N. N.(2021). Assessment conceptions and practices: perspectives of primary school teachers and students. Frontiers Media SA, 6, 1-15
Publisher
Frontiers Media SA