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Teachers Views on Student Assessment in Primary Education (Master thesis)

Χαλκίδης, Γεώργιος/ Chalkidis, Georgios/ Στελέχη Εκπαίδευσης στις Επιστήμες της Αγωγής/ Educational Leadership, Management and Administration

Student assessment constitutes a fundamental component of the educational process and is closely linked to the improvement of learning outcomes and teaching effectiveness. The present master’s thesis investigates primary education teachers’ views and practices regarding student assessment, focusing on how educators understand its purpose, forms, and function within the contemporary Greek educational context. The study approaches assessment, not merely as a mechanism for measuring academic performance, but also as a pedagogical process that supports student development and enhances the quality of teaching. The theoretical part of the study examines the conceptual framework of educational assessment, including its principles, purposes, types, and forms, as well as its historical evolution from traditional, grade-centered approaches to more contemporary, student-centered and alternative assessment methods. Particular emphasis is placed on formative assessment, descriptive evaluation, self-assessment, and the use of alternative tools, such as student portfolios. These approaches promote active student participation, foster self-regulated learning, and provide meaningful feedback that contributes to both student progress and instructional improvement. In addition, the study highlights the role of assessment, as an integral part of the teaching and learning process and explores the various factors that influence its implementation in classroom practice. The empirical part of the research adopts a qualitative methodological approach, utilizing semi-structured interviews with primary school teachers. The aim is to explore teachers’ perceptions, experiences, and practices related to student assessment, as well as the challenges and limitations they encounter in their professional practice. The findings reveal that teachers recognize the importance of assessment as a tool for supporting learning, monitoring student progress, and improving instructional strategies. However, their practices are often influenced by traditional assessment methods, institutional requirements, and systemic constraints. In conclusion, the study underscores the need to strengthen modern, formative, and student-centered assessment approaches, as well as the importance of ongoing teacher training. Such efforts can enhance the effectiveness of assessment as a meaningful tool for learning, feedback, and the continuous improvement of educational practice.