Improving teachers’ classroom assessment practices

Abstract

This chapter provides recommendations for improving the use of classroom assessment in Turkey so that it contributes more effectively to supporting student learning. At present, while teachers in Turkey regularly undertake assessments in the classroom, these tend to be dominated by short‑answer, closed‑question formats, like multiple‑choice questions. This limits the range of students’ knowledge and skills that teachers can assess. The focus on summative assessments that result in a numeric mark also limits space for formative assessment, one of the most important types of assessment for learning. This chapter provides suggestions on how teachers can be encouraged to use a broader range of assessment formats and integrate more formative assessment practices into their regular classroom teaching.