Classroom Assessment Practices of Teachers in Turkey

Acar-Erdol T., Yildizli H.

INTERNATIONAL JOURNAL OF INSTRUCTION, cilt.11, sa.3, ss.587-602, 2018 (ESCI İndekslerine Giren Dergi) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 11 Konu: 3
  • Basım Tarihi: 2018
  • Doi Numarası: 10.12973/iji.2018.11340a
  • Sayfa Sayıları: ss.587-602


Knowing assessment practices of teachers and improving in this direction is important in increasing students' learning and demonstrating their performance. In this research, the aim was to identify the classroom assessment practices used by primary, secondary and high school teachers.,. Survey and observation form were used to collect the data for the research. The study group consisted of 288 teachers. From the results of the research, it has been concluded that teachers had adopted an approach of assessment for learning for the purpose of making the assessment. Teachers have used largely traditional assessment methods in classroom assessment practices. Teachers identified the main factor influencing classroom assessment processes as student characteristics, but it was discovered that they did not reflect this situation in their practices. It is suggested that teachers use alternative assessment methods that center on student self-assessments and the diversity in the assessment methods to be increased to ensure fairness.