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Findings indicate that although many teachers draw on varied sources to form beliefs, their practices still rely on traditional routines and often conflict with prior research results. Grading, testing, questioning, and verbal feedback were most common, while self-, peer, written, and portfolio assessments were least used. The study suggests targeted professional development to support innovative assessment practices and improve student learning.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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Conceptions of Assessment Theories that Influence Student Learning  \nKinley Seden*1 and Roman Svaricek2  \n• Evidence shows that teachers’ beliefs about the purpose of assessment are relevant with regard to how assessment is planned and implemented in classroom settings. Using a range of data sources, this qualitative interpretive study examined how 10 English as a Foreign Language teachers in Czech lower secondary schools perceived their assessment beliefs (subjective theories) and how these beliefs influenced their assessment practices within the classroom. The findings showed that although the majority of the teachers used a wide range of sources to construct their subjective theories of assessment, most of their assessment practices are still based on old-fashioned routines and in contradiction of previous research findings. An analysis of the importance of assessment practices revealed that grading, testing, questioning, and verbal feedback were used often, while self-, peer, written, and portfolio assessments were the least exercised options. Furthermore, the results indicated that the majority of the teachers used assessment for managing behaviour and for certification rather than to improve teaching and learning. The results also suggested that introducing targeted professional development courses that aim to create innovative assessment practices could contribute to transforming teaching and learning for better student learning.  \nKeywords: EFL teachers, subjective theory, assessment practices, assessment planning, assessment implementation  \n1 *Corresponding Author. Department of Educational Sciences, Faculty of Arts, Masaryk University, the Czech Republic; [kseden.sce@rub.edu.bt](kseden.sce@rub.edu.bt).  \n2 Department of Educational Sciences, Faculty of Arts, Masaryk University, the Czech Republic.  \nSubjektivnost učiteljev pri ocenjevanju: raziskovanje pojmovanj teorij ocenjevanja, ki vplivajo na učenjeučencev, pri učiteljih angleščine kot tujega jezika  \nKinley Seden in Roman Svaricek  \n• Podatki kažejo, da so prepričanja učiteljev o namenu ocenjevanjapomembna za načrtovanje in implementacijo ocenjevanja pri pouku. Kvalitativna interpretativna študija je z uporabo širokega razpona podatkovnih virov raziskovala, kako deset učiteljev angleščine kot tujega jezika v čeških višjih razrednih osnovne šole dojema svoja prepričanja  \no ocenjevanju (subjektivne teorije) in kako ta prepričanja vplivajo nanjihove ocenjevalne prakse pri pouku. Ugotovitve kažejo, da je večina ocenjevalnih praks osnovana na nesodobnih postopkih in da je v nasprotju s preteklimi raziskovalnimi rezultati, čeprav večina učiteljev uporablja širok razpon sredstev za konstrukcijo lastnih subjektivnih teorij ocenjevanja. Analiza pomena ocenjevalnih praks razkriva, da sobili pogosto uporabljeni ocenjevanje, testiranje, spraševanje in ustna povratna informacija, medtem ko samoocenjevanje, vrstniško in pisnoocenjevanje ter osebne mape predstavljajo manj uporabljene možnosti. Rezultati nakazujejo tudi, da je večina učiteljev uporabila ocenjevanje za upravljanje vedenja učencev in certificiranje namesto za izboljševanje poučevanja in učenja. Rezultati tudi kažejo, da uvajanje usmerjenih programov profesionalnega razvoja učiteljev, ki skušajo v pouk vpeljati inovativne ocenjevalne prakse, lahko prispeva k spremembi poučevanja za boljše učenje učencev.  \nKljučne besede: učitelji angleščine kot tujega jezika, subjektivnateorija, ocenjevalne prakse, načrtovanje ocenjevanja, implementacijaocenjevanja  \nIntroduction  \nResearch indicates that teacher subjectivity has been proven to be an effective way to approach educational issues that can be explained from the perspectives of teachers (Diaz, Martinez, Roa, & Sanhueza, 2010) . Therefore, examining these conceptions is useful in understanding and explaining classroom assessment issues.  \nWhile a la","cbCaij4yJKCKlsEO","https://ap.wps.com/l/cbCaij4yJKCKlsEO","pdf",174788,21,"English","# Introduction\n# Literature Review\n# Findings and Implications","[{\"question\":\"How does teacher subjectivity relate to assessment in classrooms?\",\"answer\":\"Teachers’ beliefs about the purpose of assessment are linked to how assessment is planned and implemented in classroom settings.\"},{\"question\":\"What assessment approaches were used most and least by the surveyed EFL teachers?\",\"answer\":\"Grading, testing, questioning, and verbal feedback were used often, while self-, peer, written, and portfolio assessments were the least exercised options.\"},{\"question\":\"What does the study say about the main purposes of assessment used by most teachers?\",\"answer\":\"Most teachers used assessment for managing behaviour and for certification rather than to improve teaching and learning.\"}]","Teacher Subjectivity Regarding Assessment - Exploring English as a Foreign Language Teachers’ Conceptions of Assessment Theories that Influence Student Learning | PDF",1792088035,53]