TEACHERS’ ASSESSMENT PRACTICES IN LOWER SECONDARY SCHOOLS IN GREECE

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.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0257/a.php" alt="Hit counter" /></p>