A study of elementary and secondary teachers’ perceptions of process-focused assessment through text mining

This study examines the perceptions of elementary and secondary school teachers regarding process-focused assessment. A total of 255 teachers participated in an open-ended survey, and the collected data were analyzed using text mining techniques. The findings indicate that teachers perceive process-focused assessment as an evaluation that takes place during the learning process and view it as a tool to support individual student growth. However, practical constraints were identified in the implementation process. Elementary school teachers reported difficulties in assessing multiple subjects, while secondary school teachers highlighted challenges related to ensuring objectivity and providing feedback. Additionally, there was considerable variation in teachers’ understanding of the concept of process-focused assessment, leading to confusion about its definition and execution. Based on the findings, this study suggests the need for policy support tailored to the distinct educational environments of elementary and secondary schools, as well as the establishment of a clear definition and guidelines for process-focused assessment.