An Examination of K-12 Teachers' Assessment Beliefs and Practices in Relation to Years of Teaching Experience

Aslihan Unal; Zafer Unal

doi:10.20429/ger.2019.160102

An Examination of K-12 Teachers' Assessment Beliefs and Practices in Relation to Years of Teaching Experience

Aslihan Unal, Zafer Unal

Elementary & Special Education

University of South Florida St. Petersburg

Research output: Contribution to journal › Article › peer-review

Abstract

This study compared K-12 teachers’ assessment beliefs and practices in relation to their years of teaching experience. The data for this study was collected from 87 public school teachers. The findings suggest that as the teachers’ years of experience increases, the value they place in assessment increases as well.

Original language	American English
Journal	Georgia Educational Researcher
Volume	16
DOIs	https://doi.org/10.20429/ger.2019.160102
State	Published - Feb 1 2019

Keywords

Assessment Beliefs
Assessment Practices
K-12 Teachers
Years of Experience

DC Disciplines

Education
Elementary Education

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An Examination of K-12 Teachers' Assessment Beliefs and Practices in Relation to Years of Teaching Experience

Abstract

Keywords

DC Disciplines

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