Greek Pre-Service Teachers’ Approaches nd Beliefs Regarding Classroom Assessment

Abstract

Teacher assessment literacy has become a prominent area in educational research in recent years. This study examines the approaches and beliefs of 515 Greek pre-service teachers concerning classroom assessment across four key dimensions: purpose, process, assessment fairness, and assessment theory. Using a quantitative methodology and utilizing the ACAI questionnaire (version 3.0), the study reveals a strong preference for formative assessment practices that support learning and enhance students’ metacognitive development, while assigning less importance to standardized testing. Pre-service teachers advocate for differentiated and equitable assessment practices tailored to specific educational contexts, emphasizing the need to mitigate student stress during assessments. These findings offer essential insights for advancing assessment literacy among pre-service teachers within their university education and inform the development of targeted professional development programs for in-service teachers.