Assessment Conceptions and Practices: Perspectives of Primary School Teachers and Students

Students’ and teachers’ conceptions of assessment are important because they guide how assessments implemented in the classroom determine students study. This multiple-case design study examined 1) teachers view assessment, 2) assess their students’ learning, 3) similarities disparities that occur when practices compared. Data were obtained from five third grade classes, involving a total 82 students. gathered through individual interviews with focus group discussions Classroom observations documents produced by (worksheets tests) during maths lessons also analyzed. The results content analysis data indicate mostly conceive as being for improvement, while on school student accountability. lead us to suggest constructed experiences. suggests adopt inconsistent practices, allow them work within social contextual constraints.