The relationship between teachers' teaching experience and their beliefs about assessing students' learning outcomes

- Гривко, А.В. (orcid.org/0000-0001-9460-4777) and Жук, Ю.О. (orcid.org/0000-0002-6932-2484) (2025) The relationship between teachers' teaching experience and their beliefs about assessing students' learning outcomes Ukrainian Educational Journal, 3. pp. 38-53. ISSN 2411-1317

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Abstract

The article presents the results of a study of the dependence of secondary school teachers' beliefs about assessment in the context of professional activity on the teacher's teaching experience. The authors of this study assumed that the teaching experience, and, accordingly, the experience of assessing learning outcomes, which a teacher acquires during their professional activity, may affect their beliefs about the purpose and methods of organizing student assessment in the classroom. The data for this study was collected through an online survey based on Google Forms software. A total of 349 teachers answered the questionnaire. The mathematical processing of the numerical results of the survey (descriptive, regression, correlation analysis) made it possible to identify three groups of teachers' beliefs: 1 those that statistically depend on pedagogical experience; 2 those that have a high correlation with pedagogical experience; 3 those that practically do not change. The tendency of teachers to pay more attention to several value features of assessment while accumulating their teaching experience is revealed. It has been determined that the group of beliefs that do not depend on pedagogical experience reflects an approach to assessment based on supporting individual processes of solving educational problems and constructing students' knowledge. Attention is drawn to the low scores of teachers' judgments characterizing these beliefs. It has been found that the most pressing issues for Ukrainian teachers in the context of professional development at the time of the survey are the organization and conduct of formative assessment, an indicator of which is the statistically determined inconsistency of teachers' beliefs about a group of relevant judgments. The relevance of this study is related to the problem of "aging" of teachers in Ukraine and can, to some extent, answer the question of how this affects the organization of the educational process in secondary schools, an integral element of which is student assessment. This study was conducted for the first time. Further research could be aimed at studying other factors that influence the formation of teachers' beliefs about student assessment.

Item Type:	Article
Keywords:	assessment; assessment activity; teachers' beliefs; teaching experience; length of teaching experience.
Subjects:	Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 37.01/.09 Special auxiliary table for theory, principles, methods and organization of education > 37.09 Organization of instruction Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 373 Kinds of school providing general education
Divisions:	Institute of Pedagogics > Department of Monitoring and Assessment of the Quality of General Secondary Education
Depositing User:	С.О. Науменко
Date Deposited:	05 Dec 2025 13:21
Last Modified:	05 Dec 2025 13:21
URI:	https://lib.iitta.gov.ua/id/eprint/747505

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