The Policy-driven Dimensions of Teacher Beliefs about Assessment Assessment

Despite the advancement of conceptualisations teacher assessment literacy, teachers’ practices remain relatively low due to misalignment between beliefs on and principles effective practices. The currentassessment reform in Philippines has not gained significant traction despite ongoing professional development programs focused enhancing literacy. We argue that change exam-dominated towards a more student-centred approach, there is need explore assessment. Hence, we developed context-driven tool using both theoretical empirical approaches could measure this construct, which results provide stronger foundation for program. Factor analyses extracted nine dimensions describe beliefs: learning, motivation, measurement, planning, engagement, evaluation, norm-referencing instructional accountability. Implications findings practice are discussed.