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In the Philippines, ongoing professional development has not generated enough momentum for assessment reform. A context-driven tool was developed from theoretical and empirical approaches to measure teachers’ assessment beliefs, yielding nine extracted dimensions: assessment for professional learning, motivation, measurement, planning, engagement, learning, evaluation, norm-referencing, and instructional accountability. Results inform professional development and practice.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-policy-driven-dimensions-of-teacher-beliefs-about-assessment-article-3/593995/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-policy-driven-dimensions-of-teacher-beliefs-about-assessment-article-3/593995.png","ImageObject",300,407,{"name":92,"@type":93},"Franzy","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-07","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why are teachers’ assessment practices still relatively low despite assessment literacy programs?","Question",{"text":112,"@type":113},"The document argues that misalignment between teachers’ beliefs on assessment and principles of effective assessment limits change, even when literacy concepts are well developed.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What tool did the study develop to explore teacher assessment beliefs?",{"text":117,"@type":113},"It developed a context-driven tool grounded in both theoretical and empirical approaches to measure teachers’ assessment beliefs.",{"name":119,"@type":110,"acceptedAnswer":120},"What dimensions of teacher assessment beliefs were extracted?",{"text":121,"@type":113},"Factor analyses extracted nine dimensions, including assessment for professional learning, motivation, measurement, planning, engagement, learning, evaluation, norm-referencing, and instructional accountability.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593995,1792190530,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},2336478945519,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Australian Journal of Teacher Education  \n\n| Volume 46  Issue 3 | Article 3 |\n| --- | --- |\n| 2021\u003Cbr>The Policy-driven Dimensions of Teacher Beliefs about Assessment\u003Cbr>Dennis Alonzo\u003Cbr>University of New South Wales\u003Cbr>Velma Labad\u003Cbr>University of Southeastern Philippines\u003Cbr>Jean Bejano\u003Cbr>University of Southeastern Philippines\u003Cbr>Florence Guerra\u003Cbr>University of Southeastern Philippines\u003Cbr>Follow this and additional works at: [https://ro.ecu.edu.au/ajte](https://ro.ecu.edu.au/ajte)\u003Cbr> Part of the Educational Assessment, Evaluation, and Research Commons, and the Other Teacher Education and Professional Development Commons |  |\n\nRecommended Citation  \nAlonzo, D., Labad, V., Bejano, J., & Guerra, F. (2021) . The Policy-driven Dimensions of Teacher Beliefs about Assessment. Australian Journal of Teacher Education, 46(3) .  \n[http://dx.doi.org/10.14221/ajte.2021v46n3.3](http://dx.doi.org/10.14221/ajte.2021v46n3.3)  \n[This Journal Article is posted at Research Online.](This Journal Article is posted at Research Online.)[ ](This Journal Article is posted at Research Online.)[https://ro.ecu.edu.au/ajte/vol46/iss3/3](https://ro.ecu.edu.au/ajte/vol46/iss3/3)  \nThe Policy-driven Dimensions of Teacher Beliefs about Assessment  \nDennis Alonzo  \nUniversity of New South Wales  \nVelma Labad  \nJean Bejano  \nFlorence Guerra  \nUniversity of Southeastern, Philippines  \nAbstract: Despite the advancement of the conceptualisations of teacher assessment literacy, teachers’ assessment practices remain relatively low due to misalignment between teachers’ beliefs on  \nassessment and principles of effective assessment practices. The  \ncurrent assessment reform in the Philippines has not gained  \nsignificant traction despite the ongoing professional development  \nprograms focused on enhancing teacher assessment literacy. We argue that to change teachers’ exam-dominated assessment practices towards a more student-centred approach, there is a need to explore teachers’ beliefs in assessment. Hence, we developed a context-driven tool using both theoretical and empirical approaches that could measure this construct, and which the results could provide a stronger foundation for professional development program. Factor analyses extracted nine dimensions that describe teachers’ assessment beliefs:  \nassessment for professional learning, for motivation, for  \nmeasurement, for planning, for engagement, for learning, for  \nevaluation, for norm-referencing and for instructional accountability.  \nImplications offindings for teacher professional development and  \npractice are discussed.  \nKeywords: teacher assessment beliefs, dimensions of teacher assessment beliefs, professional development  \nIntroduction  \nThe strong focus of professional learning and practice on teacher assessment literacy (AL) is supported by its strong theoretical and empirical evidence (Black & Wiliam, 1999; Hattie, 2008; Popham, 2009; Wiliam, 2017) . However, even with the advanced conceptualisations ofthis construct and the numerous professional development programs for teachers, teachers’ assessment practices remain relatively low (Davison & Michell, 2014) . This is a similar case found in the Philippine educational system where the current assessment reform has not gained significant traction across the country in raising teacher assessment literacy. The Department of Education (DepEd) Order No. 8, series of 2015 otherwise known as the “Policy Guidelines on Classroom Assessment for the K to 12 Basic Education Program” specifies the guides for implementing the principles and practices of effective assessment. However, despite significant efforts to shift teachers’ examination-  \ndriven practices to a more student-centred approach, focused on using assessment to effectively support students in their learning, there is little evidence to support the effectiveness of the reform.  \nOne of the most cited and well-argued factors that hinders teachers’ ability to change their practices is the fail","cbCaitzloWyMeF4L","https://ap.wps.com/l/cbCaitzloWyMeF4L","pdf",270735,18,"English","# Abstract\n# Introduction\n## Teacher assessment literacy and existing evidence\n## Belief change as a barrier to reform\n## Need for context-driven measurement","[{\"question\":\"Why are teachers’ assessment practices still relatively low despite assessment literacy programs?\",\"answer\":\"The document argues that misalignment between teachers’ beliefs on assessment and principles of effective assessment limits change, even when literacy concepts are well developed.\"},{\"question\":\"What tool did the study develop to explore teacher assessment beliefs?\",\"answer\":\"It developed a context-driven tool grounded in both theoretical and empirical approaches to measure teachers’ assessment beliefs.\"},{\"question\":\"What dimensions of teacher assessment beliefs were extracted?\",\"answer\":\"Factor analyses extracted nine dimensions, including assessment for professional learning, motivation, measurement, planning, engagement, learning, evaluation, norm-referencing, and instructional accountability.\"}]","The Policy-driven Dimensions of Teacher Beliefs about Assessment - Article 3 | PDF",1792078333,45]