ROMANIAN TEACHERS’ SELF-PERCEIVED ASSESSMENT SKILLS AND SELF-REPORTED NONACHIEVEMENT-BASED GRADING PRACTICES

Oct 15, 2026

The study examines Romanian teachers’ self-perceived assessment skills and their nonachievement-based grading practices. An assessment-skills instrument was administered to N=108 teachers and revealed the lowest reported competence in nonachievement-based grading and in standardized testing, test revision, and instructional improvement. A second survey (N=185) analyzed how frequently nonachievement-based grading is used. A focus group of five chemistry student teachers discussed inclusion of nonachievement factors in grading and proposed specific conditions despite varied views.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages9

Reading Time23 min

AccessFree to download

Introduction

Teacher assessment literacy and assessment competence

Standards and models of assessment literacy

Classroom assessment needs and gaps

Research rationale for grading practices

ROMANIAN TEACHERS’ SELF-PERCEIVED ASSESSMENT SKILLS AND SELF-REPORTED NONACHIEVEMENT-BASED GRADING PRACTICES Roxana S. TIMOFTE, Ioana TODOR Abstract: In this paper are presented the resuts of a study regarding the self-perceived assessmnet skills of Romanian teachers. An instrument regarding the self-perceived assessment skills was applied to N=108 teachers. From the seven factors of the instrument, it was found that the Romanian teachers who participated in this study reported that they are the least skilled in a) nonachievement-based grading and b) standardized testing, test revision, and instructional improvement. In a second study, items related to the practices of nonachievement-based grading were applied to N=185 teachers. The analysis of data revealed that the teachers use occasionally this practice. A focus group (N=5 Chemistry student teachers) on the topic of inclusion of nonachievement factors in grading was undertaken. Altrough the participants ’ opinions varied, the overall conclusion was that some nonachievement factors could be included in grading, and the participants proposed some specific conditions for this. Key words: teachers’ self-perceived assessment skills; teachers’ self-reported practices of nonachievement-based grading; student teachers’ views on nonachievement-based grading 1. Introduction Assessment knowledge is a component of teacher professional knowledge models (Gess-Newsome, 2015) . Assessment literacy, or teacher competency in educational assessment, entails the ability to develop reliable assessments, administer them to students and score them, to enable instructional decisions (DeLuca et al., 2016) . Along the time, standards for assessment literacy were published indifferent countries around the globe (DeLuca et al., 2016) . In a review regarding the standards for teacher assessment literacy, the following themes were identified in the published standards from Australia, UK, US, Canada, and countries from Europe (DeLuca et al., 2016): assessment purposes, assessment processes, communication of assessment results, assessment fairness, assessment ethics, measurement theory, assessment for learning, education and support for teachers. The US standards regarding teachers’ competencies in assessment published in 1990 are depicted in Box 1 (National Council on Measurement in Education. American Federation of Teachers. National Education Association, 1990) . The Michigan Assessment Consortium (2015) included dispositions, knowledge and performance in the teachers’ assessment literacy standards. Recently, a three-dimensional model of assessment literacy was proposed, after the consultation of international assessment specialists and teachers training specialists (Pastore & Andrade, 2019) . The three inter-related dimensions were: conceptual, praxeological, and socio-emotional. These dimensions can be tailored to the local and personal context, by regarding classroom context, national education policy, professional wisdom and professional practice. Research regrading teachers’ assessment literacy and practices focused on topics such as teachers’ priorities, knowledge, approaches to assessment, assessment practices and the purpose of assessment (DeLuca et al., 2019) . Studies have shown that language teachers’ assessment literacy has a significant impact on learners ’ writing (Mellati & Khademi, 2018) . Box 1. Standards for Teacher Competence in Educational Assessment ofStudents (American Federation of Teachers, 1990) 1. “Teachers should be skilled in choosing assessment methods appropriate for instructional decisions. 2. Teachers should be skilled in developing assessment methods appropriate for instructional decisions. 3. Teachers should be skilled in administering, scoring, and interpreting the results of both externally produced and teacher-produced assessment methods. 4. Teachers should be skilled in using assessment results when making decisions about individual students

FAQs

What assessment skills were Romanian teachers least confident about in the study?

Participants reported being least skilled in nonachievement-based grading and in standardized testing-related practices, including test revision and instructional improvement.

How was nonachievement-based grading practice investigated, and what did the results show?

A second study applied items about nonachievement-based grading to N=185 teachers. Data analysis indicated that teachers use this practice only occasionally.

What did the focus group of chemistry student teachers conclude about including nonachievement factors in grading?

The group concluded that some nonachievement factors could be included, and they proposed specific conditions, even though opinions differed among participants.

Oct 15, 2026

Uploaded by Nguyễn Văn Học