Liepaja University (LATVIA)
About this paper:
Appears in: INTED2022 Proceedings
Publication year: 2022
Pages: 27-34
ISBN: 978-84-09-37758-9
ISSN: 2340-1079
doi: 10.21125/inted.2022.0026
Conference name: 16th International Technology, Education and Development Conference
Dates: 7-8 March, 2022
Location: Online Conference
Nowadays the emphasis in the assessment process is focused on the assessment of competences not only in diverse learning situations, but in the real-life situations as well. Changing the culture of assessment has brought challenges to students, their parents, teachers and the society as a whole. However, it is important to answer the question: how to put into practice assessment that motivates students with different learning needs to be successful in learning and to set and achieve their learning goals. Each student`s growth is unique; therefore, it is important to realize that assessment is a way to approach the goal step by step. It also must be admitted that learning does not happen in one day, it takes place all life. At the same time learning process can not only be described as planned and organized, it can also be spontaneous and each moment of learning is different and unique. Today teachers have an access to the variety of resources for professional development. There is a variety of methodological materials: books, publications, Internet sources, as well as regular sharing of good practice in pedagogical work. However, it must be admitted that teacher`s professional competence, which includes belief that all students can be successful in learning, is a defining factor to make significant number of decisions in daily work. Both the teacher's and the student' autonomy in decision-making, as well as authenticity are vital in the learning process: each student and teacher must reveal not only own unique learning strategy, but assessment strategy as well.

The aim of the publication is: to study and evaluate the scientific literature on the implementation of the assessment process, emphasizing the importance of feedback, as well as to analyze the data obtained in the teachers' survey, focusing on respondents` pedagogical belief about assessment. Results of the survey highlight the difference between their understanding about assessment, actions and beliefs. Thus, the necessity for further education, self-assessment as well as sharing good practices to gain common understanding becomes essential.
Assessment, assessment strategy, beliefs, learning, teachers.