Abstract
This study tries to derive the implementation type of process-focused assessment of elementary school teachers. For this purpose, in-depth interviews were conducted with elementary school teachers working in the Metropolitan area. On the basis of categorization of collected data according to the class, evaluation execution, and evaluation result processing stages, it is confirmed that process-focused assessment led to many changes throughout the implementation of the curriculum. Then, for the purpose of making its implementation types, this study analyzes the data based on the change in the evaluation format and the change in the class. In the
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
