Towards learner-centred assessment: theoretical framework and first results of a survey of teachers’ assessment conceptions and strategies.

Abstract

The literature extensively discusses formative assessment as an approach that supports the teaching-learning process. However, within the scope of assessment practices, there are various approaches and strategies that involve different levels of learner involvement in the assessment process. These approaches have received less empirical investigation. This paper firstly presents a theoretical framework that explores the characteristics of different assessment approaches, considering the purposes of assessment and the degree of learner involvement and participation in the process. Secondly, the paper presents the initial findings of a survey conducted using the aforementioned theoretical framework and survey instruments. The survey involved approximately 2500 primary and secondary school teachers nationwide and revealed their assessment conceptions and implemented strategies. The results indicate a limited use of learner-centred assessment strategies, and highlight the influence of teachers’ assessment conceptions and self-efficacy on the adoption of these strategies. The implications for teacher training are also discussed.