TEACHERS’ ASSESSMENT PRACTICES IN LOWER SECONDARY SCHOOLS IN GREECE
DOI:
https://doi.org/10.46827/ejes.v12i4.5941Nøgleord:
assessment, formative assessment, students, teachers, secondary education, GreeceResumé
This study aimed to explore teachers’ assessment practices in lower secondary education in Greece. A total of 74 teachers teaching in secondary education schools participated by completing a self-administered questionnaire. The findings revealed that Greek secondary education teachers generally use both traditional and alternative assessment tools, demonstrating a marked preference for traditional ones. The participants reported various factors influencing their limited adoption of alternative assessment tools such as portfolios, self- and peer-assessments, and rubrics. These factors include time constraints, lack of skills, and teachers’ perceptions of tools’ effectiveness. Notably, teachers reported a willingness to participate in training that would help them effectively use assessment tools, thus promoting assessment for learning in their classrooms.
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