Keywords
assessment activity
teachers' beliefs
teaching experience
length of teaching experience
How to Cite
Abstract
The article presents the results of a study of the dependence of secondary school teachers' beliefs about assessment in the context of professional activity on the teacher's teaching experience. The authors of this study assumed that the teaching experience, and, accordingly, the experience of assessing learning outcomes, which a teacher acquires during their professional activity, may affect their beliefs about the purpose and methods of organizing student assessment in the classroom. The data for this study was collected through an online survey based on Google Forms software. A total of 349 teachers answered the questionnaire. The mathematical processing of the numerical results of the survey (descriptive, regression, correlation analysis) made it possible to identify three groups of teachers' beliefs: 1 those that statistically depend on pedagogical experience; 2 those that have a high correlation with pedagogical experience; 3 those that practically do not change. The tendency of teachers to pay more attention to several value features of assessment while accumulating their teaching experience is revealed. It has been determined that the group of beliefs that do not depend on pedagogical experience reflects an approach to assessment based on supporting individual processes of solving educational problems and constructing students' knowledge. Attention is drawn to the low scores of teachers' judgments characterizing these beliefs. It has been found that the most pressing issues for Ukrainian teachers in the context of professional development at the time of the survey are the organization and conduct of formative assessment, an indicator of which is the statistically determined inconsistency of teachers' beliefs about a group of relevant judgments. The relevance of this study is related to the problem of "aging" of teachers in Ukraine and can, to some extent, answer the question of how this affects the organization of the educational process in secondary schools, an integral element of which is student assessment. This study was conducted for the first time. Further research could be aimed at studying other factors that influence the formation of teachers' beliefs about student assessment.References
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Brandenburg, R., McDonough, S., Burke, J., & White, S. (Eds.). (2016). Teacher education: Innovation, intervention and impact. Springer. https://doi.org/10.1007/978-981-10-0785-9
Brown, G. (2012). Teachers' conceptions of assessment: Comparing primary and secondary teachers in New Zealand. Assessment Matters, 3, 45-70. https://doi.org/10.18296/am.0097
Brown, G. T. L., Lake, R., & Matters, G. (2011). Queensland teachers’ conceptions of assessment: The impact of policy priorities on teacher attitudes. Teaching and Teacher Education, 27(1), 210-220. https://doi.org/10.1016/j.tate.2010.08.003
Chingos, M. M., & Peterson, P. E. (2011). It’s easier to pick a good teacher than to train one: Familiar and new results on the correlates of teacher effectiveness. Economics of Education Review, 30(3), 449-465. https://doi.org/10.1016/j.econedurev.2010.12.010
Christoforidou, M., & Kyriakides, L. (2021). Developing teacher assessment skills: The impact of the dynamic approach to teacher professional development. Studies in Educational Evaluation, 70, 101051. https://doi.org/10.1016/j.stueduc.2021.101051
Cohen, L., Manion, L., & Morrison, K. (2011). Research methods in education (7th ed.). Routledge.
Daugherty, R. (2007). Mediating academic research: The Assessment Reform Group experience. Research Papers in Education, 22(2), 139-153. https://doi.org/10.1080/02671520701296067
Fives, H., & Buehl, M. M. (2016). Teachers’ beliefs in the context of policy reform. Policy Insights from the Behavioral and Brain Sciences, 3(1), 114-121. https://doi.org/10.1177/2372732215623554
Flint, A., Rubie-Davies, C. M., & Peterson, E. (2024). Teacher views of relationships between their teaching practices and beliefs, the school context, and student achievement. New Zealand Journal of Educational Studies, 59(1), 157-173. https://doi.org/10.1007/s40841-024-00321-x
Flores, M. A. (2019). Unpacking teacher quality: Key issues for early career teachers. In A. Sullivan, B. Johnson, & M. Simons (Eds.), Attracting and keeping the best teachers (pp. 15-38). Springer.
Fulmer, G. W., Lee, I. C. H., & Tan, K. H. K. (2015). Multi-level model of contextual factors and teachers’ assessment practices: An integrative review of research. Assessment in Education: Principles, Policy & Practice, 22(4), 475-494. https://doi.org/10.1080/0969594X.2015.1017445
Gardner, J., & Galanouli, D. (2016). Teachers' perceptions of assessment. In D. Wyse, L. Hayward, & P. Pandya (Eds.), The SAGE handbook of curriculum, pedagogy and assessment (pp. 710-724). SAGE. https://doi.org/10.4135/9781473921405.n44
Graham, L. J., White, S. L. J., Cologon, K., & Pianta, R. C. (2020). Do teachers’ years of experience make a difference in the quality of teaching? Teaching and Teacher Education, 96, 103190. https://doi.org/10.1016/j.tate.2020.103190
Klassen, R. M., & Chiu, M. M. (2010). Effects on teachers’ self-efficacy and job satisfaction: Teacher, gender, years of experience and job stress. Journal of Educational Psychology, 102(3), 741-756. https://doi.org/10.1037/a0019237
Kunter, M., Pohlmann, B., & Decker, A. T. (2020). Lehrkräfte. In E. Wild & J. Möller (Eds.), Pädagogische Psychologie. Springer. https://doi.org/10.1007/978-3-662-61403-7_11
Ladd, H. F., & Sorensen, L. C. (2017). Returns to teacher experience: Student achievement and motivation in middle school. Education Finance and Policy, 12(2), 241-279. https://doi.org/10.1162/EDFP_a_00194
Liu, X., & Yu, J. (2021). Relationships between learning motivations and practices as influenced by a high-stakes language test: The mechanism of washback on learning. Studies in Educational Evaluation, 68, 100967. https://doi.org/10.1016/j.stueduc.2020.100967
Mansell, W., James, M., & the Assessment Reform Group. (2009). Assessment in schools. Fit for purpose? A commentary by the Teaching and Learning Research Programme. Economic and Social Research Council.
McMillan, J. H. (2001). Secondary teachers’ classroom assessment and grading practices. Educational Measurement: Issues and Practice, 20(1), 20-32. https://doi.org/10.1111/j.1745-3992.2001.tb00055.x
McMillan, J. H., Myran, S., & Workman, D. (2002). Elementary teachers’ classroom assessment and grading practices. The Journal of Educational Research, 95(4), 203-213. https://doi.org/10.1080/00220670209596593
Öz, H. (2014). Turkish teachers’ practices of assessment for learning in the English as a foreign language classroom. Journal of Language Teaching and Research, 5(4), 775-786. https://doi.org/10.4304/jltr.5.4.775-786
Pianta, R. C., & Hamre, B. K. (2009). Conceptualization, measurement, and improvement of classroom processes: Standardized observation can leverage capacity. Educational Researcher, 38(2), 109-119. https://doi.org/10.3102/0013189X09332374
Podolsky, A., Kini, T., & Darling-Hammond, L. (2019). Does teaching experience increase teacher effectiveness? A review of US research. Journal of Professional Capital and Community, 4(4), 286-308. https://doi.org/10.1108/JPCC-12-2018-0032
Rashidi, N., & Moghadam, M. (2015). The discrepancy between teachers’ belief and practice, from the sociocultural perspective. Studies in English Language and Teaching, 3(3), 252-266.
Reusser, K., & Pauli, C. (2014). Berufsbezogene Überzeugungen von Lehrerinnen und Lehrern. In E. Terhart, H. Bennewitz, & M. Rothland (Hrsg.), Handbuch der Forschung zum Lehrerberuf (pp. 642-661). Waxmann.
Rivkin, S. G., Hanushek, E. A., & Kain, J. F. (2005). Teachers, schools, and academic achievement. Econometrica, 73(2), 417-458. https://doi.org/10.1111/j.1468-0262.2005.00584.x
Rockoff, J. E. (2004). The impact of individual teachers on student achievement: Evidence from panel data. The American Economic Review, 94(2), 247-252. https://doi.org/10.1257/0002828041302244
Sabarwal, S., Abu-Jawdeh, M., & Kapoor, R. (2022). Teacher beliefs: Why they matter and what they are. The World Bank Research Observer, 37(1), 73-106. https://doi.org/10.1093/wbro/lkab008
Samuel, D., & Ogunkola, B. (2015). Elementary school teachers’ epistemological beliefs as predictors of their inquiry-based practices in science instruction. International Journal of Elementary Education, 4(6), 102-112. https://doi.org/10.11648/j.ijeedu.20150406.11
Shahali, E. H. M., & Halim, L. (2024). The influence of science teachers’ beliefs, attitudes, self-efficacy and school context on integrated STEM teaching practices. International Journal of Science and Mathematics Education, 22(3), 787-807. https://doi.org/10.1007/s10763-023-10403-9
Stecher, B., & Barron, S. (2001). Unintended consequences of test-based accountability when testing in “milepost” grades. Educational Assessment, 7(4), 259-281. https://doi.org/10.1207/S15326977EA0704_02
Swaffield, S. (2008). Unlocking assessment: Understanding for reflection and application. David Fulton Publishers.
Thomas, M. (2012). Teachers’ beliefs about classroom assessment and their selection of classroom assessment strategies. Journal of Research and Reflections in Education, 6(2), 104-115. http://www.ue.edu.pk/journal.asp
Voss, T., Wagner, W., Klusmann, U., Trautwein, U., & Kunter, M. (2017). Changes in beginning teachers’ classroom management knowledge and emotional exhaustion during the induction phase. Contemporary Educational Psychology, 51, 170-184. https://doi.org/10.1016/j.cedpsych.2017.08.002
Wilde, A., & Kunter, M. (2016). Überzeugungen von Lehrerinnen und Lehrern. In M. Rothland (Hrsg.), Beruf Lehrer/Lehrerin: Ein Studienbuch pp. 299-315). Waxmann.
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Ashford-Rowe, K., Herrington, J., & Brown, C. (2013). Establishing the critical elements that determine authentic assessment. Assessment & Evaluation in Higher Education, 39(2), 205-222. https://doi.org/10.1080/02602938.2013.819566 (in English).
Brandenburg, R., McDonough, S., Burke, J., & White, S. (Eds.). (2016). Teacher education: Innovation, intervention and impact. Springer. https://doi.org/10.1007/978-981-10-0785-9 (in English).
Brown, G. (2012). Teachers' conceptions of assessment: Comparing primary and secondary teachers in New Zealand. Assessment Matters, 3, 45-70. https://doi.org/10.18296/am.0097 (in English).
Brown, G. T. L., Lake, R., & Matters, G. (2011). Queensland teachers’ conceptions of assessment: The impact of policy priorities on teacher attitudes. Teaching and Teacher Education, 27(1), 210-220. https://doi.org/10.1016/j.tate.2010.08.003 (in English).
Chingos, M. M., & Peterson, P. E. (2011). It’s easier to pick a good teacher than to train one: Familiar and new results on the correlates of teacher effectiveness. Economics of Education Review, 30(3), 449-465. https://doi.org/10.1016/j.econedurev.2010.12.010 (in English).
Christoforidou, M., & Kyriakides, L. (2021). Developing teacher assessment skills: The impact of the dynamic approach to teacher professional development. Studies in Educational Evaluation, 70, 101051. https://doi.org/10.1016/j.stueduc.2021.101051 (in English).
Cohen, L., Manion, L., & Morrison, K. (2011). Research methods in education (7th ed.). Routledge. (in English).
Daugherty, R. (2007). Mediating academic research: The Assessment Reform Group experience. Research Papers in Education, 22(2), 139-153. https://doi.org/10.1080/02671520701296067 (in English).
Fives, H., & Buehl, M. M. (2016). Teachers’ beliefs in the context of policy reform. Policy Insights from the Behavioral and Brain Sciences, 3(1), 114-121. https://doi.org/10.1177/2372732215623554 (in English).
Flint, A., Rubie-Davies, C. M., & Peterson, E. (2024). Teacher views of relationships between their teaching practices and beliefs, the school context, and student achievement. New Zealand Journal of Educational Studies, 59(1), 157-173. https://doi.org/10.1007/s40841-024-00321-x (in English).
Flores, M. A. (2019). Unpacking teacher quality: Key issues for early career teachers. In A. Sullivan, B. Johnson, & M. Simons (Eds.), Attracting and keeping the best teachers (pp. 15-38). Springer. https://doi.org/10.1007/978-981-13-8621-3_2 (in English).
Fulmer, G. W., Lee, I. C. H., & Tan, K. H. K. (2015). Multi-level model of contextual factors and teachers’ assessment practices: An integrative review of research. Assessment in Education: Principles, Policy & Practice, 22(4), 475-494. https://doi.org/10.1080/0969594X.2015.1017445 (in English).
Gardner, J., & Galanouli, D. (2016). Teachers' perceptions of assessment. In D. Wyse, L. Hayward, & P. Pandya (Eds.), The SAGE handbook of curriculum, pedagogy and assessment (pp. 710-724). SAGE. https://doi.org/10.4135/9781473921405.n44 (in English).
Graham, L. J., White, S. L. J., Cologon, K., & Pianta, R. C. (2020). Do teachers’ years of experience make a difference in the quality of teaching? Teaching and Teacher Education, 96, 103190. https://doi.org/10.1016/j.tate.2020.103190 (in English).
Hryvko, A. V. (2024). Uiavlennia vchyteliv pro okremi vydy robit dlia potochnoho (formuvalnoho) otsiniuvannia naskriznykh rezultativ navchannia uchniv. Ukrainskyi pedahohichnyi zhurnal, 3, 66-78. https://doi.org/10.32405/2411-1317-2024-3-66-78 (in Ukrainian).
Klassen, R. M., & Chiu, M. M. (2010). Effects on teachers’ self-efficacy and job satisfaction: Teacher, gender, years of experience and job stress. Journal of Educational Psychology, 102(3), 741-756. https://doi.org/10.1037/a0019237 (in English).
Kunter, M., Pohlmann, B., & Decker, A. T. (2020). Lehrkräfte. In E. Wild & J. Möller (Eds.), Pädagogische Psychologie. Springer. https://doi.org/10.1007/978-3-662-61403-7_11 (in English).
Ladd, H. F., & Sorensen, L. C. (2017). Returns to teacher experience: Student achievement and motivation in middle school. Education Finance and Policy, 12(2), 241-279. https://doi.org/10.1162/EDFP_a_00194 (in English).
Liu, X., & Yu, J. (2021). Relationships between learning motivations and practices as influenced by a high-stakes language test: The mechanism of washback on learning. Studies in Educational Evaluation, 68, 100967. https://doi.org/10.1016/j.stueduc.2020.100967 (in English).
Mansell, W., James, M., & the Assessment Reform Group. (2009). Assessment in schools. Fit for purpose? A commentary by the Teaching and Learning Research Programme. Economic and Social Research Council.
McMillan, J. H. (2001). Secondary teachers’ classroom assessment and grading practices. Educational Measurement: Issues and Practice, 20(1), 20-32. https://doi.org/10.1111/j.1745-3992.2001.tb00055.x (in English).
McMillan, J. H., Myran, S., & Workman, D. (2002). Elementary teachers’ classroom assessment and grading practices. The Journal of Educational Research, 95(4), 203-213. https://doi.org/10.1080/00220670209596593 (in English).
Öz, H. (2014). Turkish teachers’ practices of assessment for learning in the English as a foreign language classroom. Journal of Language Teaching and Research, 5(4), 775-786. https://doi.org/10.4304/jltr.5.4.775-786 (in English).
Pianta, R. C., & Hamre, B. K. (2009). Conceptualization, measurement, and improvement of classroom processes: Standardized observation can leverage capacity. Educational Researcher, 38(2), 109-119. https://doi.org/10.3102/0013189X09332374 (in English).
Podolsky, A., Kini, T., & Darling-Hammond, L. (2019). Does teaching experience increase teacher effectiveness? A review of US research. Journal of Professional Capital and Community, 4(4), 286-308. https://doi.org/10.1108/JPCC-12-2018-0032 (in English).
Rashidi, N., & Moghadam, M. (2015). The discrepancy between teachers’ belief and practice, from the sociocultural perspective. Studies in English Language and Teaching, 3(3), 252-266. https://doi.org/10.22158/selt.v3n3p252 (in English).
Reusser, K., & Pauli, C. (2014). Berufsbezogene Überzeugungen von Lehrerinnen und Lehrern. In E. Terhart, H. Bennewitz, & M. Rothland (Hrsg.), Handbuch der Forschung zum Lehrerberuf (pp. 642-661). Waxmann. (in German).
Rivkin, S. G., Hanushek, E. A., & Kain, J. F. (2005). Teachers, schools, and academic achievement. Econometrica, 73(2), 417-458. https://doi.org/10.1111/j.1468-0262.2005.00584.x (in English).
Rockoff, J. E. (2004). The impact of individual teachers on student achievement: Evidence from panel data. The American Economic Review, 94(2), 247-252. https://doi.org/10.1257/0002828041302244 (in English).
Sabarwal, S., Abu-Jawdeh, M., & Kapoor, R. (2022). Teacher beliefs: Why they matter and what they are. The World Bank Research Observer, 37(1), 73-106. https://doi.org/10.1093/wbro/lkab008 (in English).
Samuel, D., & Ogunkola, B. (2015). Elementary school teachers’ epistemological beliefs as predictors of their inquiry-based practices in science instruction. International Journal of Elementary Education, 4(6), 102-112. https://doi.org/10.11648/j.ijeedu.20150406.11 (in English).
Shahali, E. H. M., & Halim, L. (2024). The influence of science teachers’ beliefs, attitudes, self-efficacy and school context on integrated STEM teaching practices. International Journal of Science and Mathematics Education, 22(3), 787-807. https://doi.org/10.1007/s10763-023-10403-9 (in English).
Stecher, B., & Barron, S. (2001). Unintended consequences of test-based accountability when testing in “milepost” grades. Educational Assessment, 7(4), 259-281. https://doi.org/10.1207/S15326977EA0704_02 (in English).
Swaffield, S. (2008). Unlocking assessment: Understanding for reflection and application. David Fulton Publishers. https://doi.org/10.4324/9780203930939 (in English).
Thomas, M. (2012). Teachers’ beliefs about classroom assessment and their selection of classroom assessment strategies. Journal of Research and Reflections in Education, 6(2), 104-115. http://www.ue.edu.pk/journal.asp (in English).
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Voss, T., Wagner, W., Klusmann, U., Trautwein, U., & Kunter, M. (2017). Changes in beginning teachers’ classroom management knowledge and emotional exhaustion during the induction phase. Contemporary Educational Psychology, 51, 170-184. https://doi.org/10.1016/j.cedpsych.2017.08.002 (in English).
Wilde, A., & Kunter, M. (2016). Überzeugungen von Lehrerinnen und Lehrern. In M. Rothland (Hrsg.), Beruf Lehrer/Lehrerin: Ein Studienbuch pp. 299-315). Waxmann. (in German).
Zhuk, Yu., Hryvko, A., & Vashchenko, L. (2021). Doslidzhennia osobystisnoho stavlennia vchyteliv do potochnoho ta pidsumkovoho otsiniuvannia yak umovy vyboru stratehii kontrolno-otsiniuvalnoi diialnosti. Ukrainskyi pedahohichnyi zhurnal, 4, 96-105. https://doi.org/10.32405/2411-1317-2021-4-96-105 (in Ukrainian).
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