Primary School Teachers’ Conceptions of Classroom Assessment: A Qualitative Study

Abstract

This article explored conceptions that primary school teachers hold about classroom assessment and how these conceptions influence their classroom assessment practices. The study was qualitative in nature and employed an instrumental case study approach. Semi-structured interviews, observations and document analyses were used. The study utilized Brown’s [4] conceptual framework on conceptions of assessment. The findings reveal that teachers’ conceptions of assessment are influenced by the social and education context in which they find themselves and that their personal experiences of assessment also influence their conceptions of assessment.