The Importance Of Assessment For Learning

Statement of The Problem

As more educators call for assessment for learning (Chappuis & Stiggins, 2002; Gavriel, 2013), attention has been paid to investigate how teachers use assessment in the classroom (Frey & Schmitt, 2010; Missett, Brunner, Callahan, Moon, & Azano, 2014). This is as important as understanding the rationale and perceptions of assessment strategies. Teachers need to have a solid knowledge and understanding of assessment so they can have an approach to assessment for learning (Greenstein, 2010; Stiggins, 2010). The alignment of instructions, assessment, and learning, involves teacher’s perceptions of the quality of lesson design, teaching strategies, and how both lead to accomplish the educational goals. However, many researchers

It thus differs from assessment designed primarily to serve the purposes of accountability, or of ranking, or of certifying competence. An assessment activity can help learning if it provides information that teachers and their students can use as feedback in assessing themselves and one another and in modifying the teaching and learning activities in which they are engaged. Such assessment becomes “formative assessment” when the evidence is actually used to adapt the teaching work to meet learning needs. (p.

According to Buyukkarci (2014), teachers held positive beliefs of formative assessment, but they might not use it on regular basis or in effective way that leads to learning. Thomas (2012) noticed that teachers need regular professional development activities to orient them about the contemporary approaches of assessment, while Sandvoll (2014) spotted the light on the importance of aligning the advocated theories with teaching practices. Different models over the previous decades has been developed to represent the dimensions that frame teachers’ perceptions of assessment. Griffiths, Gore, and Ladwig (2006) stated that perceptions and beliefs have superior effect on teaching practices than teaching experience and socioeconomic context of school. though, perceptions are not always coherent nor explicit (Clark & Peterson, 1986). Pajares (1992) claims that ‘‘beliefs cannot be directly observed or measured but must be inferred from what people say, intend, and do—fundamental prerequisites that educational researchers have seldom followed’’ (p.