Georgia Educational Research Association: An Examination of K–12 Teachers' Assessment Beliefs and Practices in Relation to Years of Teaching Experience

• In Event: The Consortium of State and Regional Educational Research Associations: Distinguished Paper Session 1

Abstract

This study compared K-12 teachers’ assessment beliefs and practices in relation to their years of teaching experiences.The data for this study was collected from 87 public school teachers.The findings suggest that as the teachers’ years of experience increases, the value they place in assessment increases as well. Compared to beginning teachers, experienced teachers hold a stronger belief that assessment improves students’ learning and it helps to determine students’ strengths and weaknesses and provides feedback. Experienced teachers also thought that students are responsible for their own learning as well as teachers and schools are responsible for students’ learning.On the other hand, beginning teachers believed that assessment is rejected in education and is disconnected from the work of students and teachers.

Authors

• Aslihan Unal, Georgia Southern University

• Zafer Unal, University of South Florida - St. Petersburg