An exploration of teachers’ conceptions of assessment
Written by: Ngozi Oguledo
8 min read
Ngozi Oguledo, Lead Practitioner, Ortu Gable Hall School, UK
Introduction
Assessment can be described as a planned or unplanned process involving the review of learning and the utilisation of the outcome for various purposes. Teachers are the key drivers of an assessment process. They use the process to review what their students have learnt, understand the extent of their knowledge acquisition and use the outcome to further improve their practice and provide constructive feedback. There are variations in the use of assessment by teachers, who are often influenced by their belief of what assessment is and should be used for. These shape their belief system of assessment and influence what could be described as their conception of assessment. This article will define ‘assessment conception’ and discuss the factors affecting teachers’ conception of assessment and the implications for schools.
Assessment conception
Conception can be defined as ‘the organising framework by
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