Beginning Secondary Teachers and Students Assessment: perceptions and experiences of assessment as a pedagogical challenge

Abstract

This study investigated beginning secondary teachers' perceptions and experiences of student assessment. Three aspects were explored: beginning teachers' perceptions of assessment, the elements of assessment beginning teachers find most challenging and the extent to which professional support is addressing beginning teachers' needs, in relation to assessment. In-depth interviews were conducted with six beginning secondary teachers. Participants ranged from less than one to five years experience and represented a range of subject methods. Assessment was perceived as a means to improve student learning, by providing a form of feedback concerning students' understanding and progress. Beginning secondary teachers however, did not perceive assessment as a means to critique and evaluate their own teaching practice. Beginning teachers also expressed a strong pedagogical belief that assessments should be interesting and engaging, however time constraints often inhibit the implementation of such assessments. The design phase of assessment proves to be the most challenging element of assessment. It appears that a teacher's tenure will determine what aspect of designing an assessment proves most challenging. In terms of professional support, there is a lack of professional development devoted to assessment and reporting. Generally beginning secondary teachers rely on advice from experienced colleagues.