Teacher Assessment Identity and Classroom Assessment Beliefs

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Qualitative study investigates classroom-based assessment beliefs in EFL teachers, suggesting implications for teacher identity.

Results reveal that teachers' beliefs about classroom-based assessment center on three sub-categories.
Key evidence includes the classification of beliefs into 'Beliefs and Feelings', 'Knowledge and Skills', and 'Perception of Roles'.
Data was collected through interviews with four EFL teachers, employing a grounded theory approach.
Understanding teacher assessment identity may help bridge policy and practice gaps in classroom-based assessment.

An Hai Trinh (2025) studied this question.

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