Inside the black box: do teachers practice assessment as learning?

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dc.contributor.authorYildirim, Ozen
dc.contributor.authorDemir, Safiye Bilican
dc.date.accessioned2025-01-21T16:33:19Z
dc.date.available2025-01-21T16:33:19Z
dc.date.issued2022
dc.departmentKırıkkale Üniversitesi
dc.description.abstractThe conceptual development of assessment literature in recent years has been remarkable. One of the latest concepts to have emerged in parallel with this development is Assessment as Learning (AsL). This study investigated how AsL pertains to classroom practices within its conceptual framework by examining teacher reports. Case study design, a qualitative research method, was used to collect detailed information about in-class teacher practices. The teachers were interviewed with semi-structured interview forms and the data obtained were then analyzed using content analysis. The results revealed that in-class teacher practices were incapable of supporting AsL and promoting self-regulated behaviors and that many of the activities conducted in class were teacher-centered. Teachers did not apply self-assessment or peer-assessment practices, and the feedback they gave to students was mainly based on measurement scores. The researchers discussed the results in relation to the relevant literature and offered some suggestions for applying AsL in practice.
dc.identifier.doi10.21449/ijate.1132923
dc.identifier.endpage71
dc.identifier.issn2148-7456
dc.identifier.startpage46
dc.identifier.trdizinid1144521
dc.identifier.urihttps://doi.org/10.21449/ijate.1132923
dc.identifier.urihttps://search.trdizin.gov.tr/tr/yayin/detay1144521
dc.identifier.urihttps://hdl.handle.net/20.500.12587/23781
dc.identifier.volume9
dc.identifier.wosWOS:001017634500006
dc.identifier.wosqualityN/A
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakTR-Dizin
dc.language.isoen
dc.publisherIzzet Kara
dc.relation.ispartofInternational Journal of Assessment Tools In Education
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_20241229
dc.subjectFormative assessment; Assessment for learning; Assessment as learning; Self-regulation; Self-assessment
dc.titleInside the black box: do teachers practice assessment as learning?
dc.typeArticle

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