Preschool and Elementary School Studies

Analyzing the status of teaching-learning process assessment and classroom assessment of teachers; a mixed-method study

Document Type : Research Paper

Authors

hossein hajati 1
shima manoocheri 2

1 Allameh University

2 Education and Training Tehran

https://doi.org/10.22054/soece.2026.80049.1301
Abstract
Purpose: This study aims to examine the level of awareness and implementation of the three assessment paradigms Assessment for Learning (AfL), Assessment as Learning (AaL), and Assessment of Learning (AoL) by teachers within the teaching-learning process in the classroom.

Method: Employing a mixed-methods approach, the study was conducted in three phases: (a) identifying indicators related to each paradigm through a literature review and expert interviews; (b) administering a researcher-designed questionnaire to 40 teachers in Ardal County to assess their awareness of the paradigms; and (c) observing the practices of 10 selected teachers using a structured behavioral checklist. Participants were selected through purposive and convenience sampling.

Findings: Results from the Friedman test revealed that the AoL paradigm had the highest level of implementation at 96%, while the AaL paradigm was the least implemented at 40%. Moreover, 58% of AaL components were not observed in the classrooms. These findings underscore the need for targeted training and promotion of the AaL approach, particularly as a foundation for fostering citizenship education.

Keywords

Assessment of teaching-learning
assessment as
for and as learning
classroom assessment
teachers
Subjects

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