Teachers’ Perceptions and Practices of Assessment in Primary Schools
Bibliographic Data
| ID | 6005683 |
|---|---|
| Authors | Alena Letina (0000-0001-7065-6660, University of Zagreb), Alma Škugor (0000-0002-6797-9108, University of Osijek), Suzana Tomaš (0000-0002-7170-190X, University of Split) |
| Year | 2025 |
| Volume | 14 |
| Issue | 4 |
| Pages | 1105-1121 |
| Publication date | 2025-08-08 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | European Journal of Educational Research (JOURNAL) |
| Journal identifiers | ISSN: 1474-9041 • E-ISSN: 2165-8714 |
| Publisher | Eurasian Society of Educational Research (PUBLISHER • NL) |
| DOI | 10.12973/eu-jer.14.4.1105 |
| OpenAlex | W4413243517 |
| Language | EN |
| Citations received | 1 |
| References cited | 37 |
This study examines teachers’ perceptions of assessment and their relationship with instructional practice in primary education. It examines whether teachers perceive assessment as a tool to support student learning and development or as a mechanism for ensuring educational quality through teaching evaluation and exam preparation. The research is based on a survey conducted with 396 primary school teachers in Croatia, including both lower and upper grades. Descriptive statistics, Pearson’s correlation coefficients, multiple regression analysis, and one-way ANOVA were employed to analyze the data. The findings indicate a statistically significant correlation between teachers’ perceptions of assessment and the assessment strategies they implement in the classroom. Formative assessment is widely supported, yet summative methods remain prevalent. Lower primary teachers apply formative strategy more frequently than their upper primary counterparts. Teachers with mentor status demonstrate a stronger inclination toward student-centered assessment practices and report applying them more consistently. The results highlight the prevalence of a hybrid assessment model in which teachers balance formative and summative approaches, seeking to meet institutional requirements while simultaneously supporting student development. The findings underscore the need for continuous professional development and systemic support to empower teachers in adopting assessment practices that effectively enhance student learning and elevate educational quality. Training programs should be designed to address the specific needs of primary teachers, recognizing differences between lower and upper levels, as well as subject-specific requirements in grades 5 through 8. A targeted approach would facilitate the effective integration of contemporary assessment strategies into everyday teaching, supporting student progress and educational improvement
Assessment for learning · Descriptive statistics · Formative assessment · Knowledge survey · Mathematics education · Medical education · Pedagogy · Perception · Professional development · Quality (philosophy · Statistics · Summative assessment · Educational Assessment and Improvement · Educational Research and Pedagogy · Mathematics · Medicine · Psychology · Student Assessment and Feedback
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A case study of a formative assessment practice and the effects on students’ self-regulated learning
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Assessment for learning in the Hong Kong assessment reform
How does assessment shape student identities? An integrative review
Primary teachers' attitudes, intentions and practices regarding formative assessment
Using a collaborative action research approach to negotiate an understanding of formative assessment in an era of accountability testing
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Supporting teacher judgement and decision‐making
| Citations per year | 1 |
|---|---|
| Citation span | 2026 - 2026 (1) |
| Highly cited | No |