Investigation of Teachers’ Beliefs About Classroom Assessment
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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DOI: https://doi.org/10.51383/ijonmes.2025.441
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