Publication details

Teacher Subjective Theory of Assessment

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SEDEN Kinlay

Year of publication 2017
Type Appeared in Conference without Proceedings
MU Faculty or unit

Faculty of Arts

Description Several studies assert assessment supports learning and results in consistent learning gains for students (Black & William, 1998 and Sato, Wei & Hammond 2008). However, Gamlem & Munthe (2013) claims a need for more knowledge on quality aspects of formative feedback interactions to support student learning. Hence, teachers need to indulge in high-quality assessment practices in order to furnish accurate inferences about students’ knowledge and skills and help in future instruction. The purpose of this study is to understand how English teachers in Czech lower secondary develop their subjective theory of assessment. The critical incidences contributing towards the development of teacher subjective theory of assessment will also be explored. Teachers’ perception of fair assessment will also be examined [...]
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