Inservice teachers’ beliefs about classroom assessment and their selection of classroom assessment strategies

Authors

Zafer Unal, University of South Florida St. PetersburgFollow
Aslihan Unal, Georgia Southern UniversityFollow
Michael R. Sampson, St. John's UniversityFollow

Document Type

Article

Publication Date

6-24-2019

Publication Title

Proceedings of EdMedia + Innovate Learning

Abstract

Published in Proceedings of EdMedia + Innovate Learning

This study compared K-12 teachers’ assessment beliefs and practices in relation to their years of teaching experience. 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.

Comments

© 2019 Association for the Advancement of Computing in Education (AACE)

Recommended Citation

Unal, Zafer, Aslihan Unal, Michael R. Sampson. 2019. "Inservice teachers’ beliefs about classroom assessment and their selection of classroom assessment strategies." Proceedings of EdMedia + Innovate Learning, J. Theo Bastiaens (Ed.): 376-381 Amsterdam, Netherlands: Association for the Advancement of Computing in Education (AACE). source: https://www.learntechlib.org/p/210030/
https://digitalcommons.georgiasouthern.edu/teach-elementary-facpubs/8