17. évfolyam, 2019/1. szám
DOI: 10.17165/TP.2019.1.13

Hercz Mária
Pozsonyi Ferenc
Assessment and Feedback as a Factor of Teachers’ Wellbeing


Absztrakt: 
The present paper focuses on the significance of formative assessment as a factor of teachers’ well-being and professional development. A research using mixed strategy is published: 145 primary school teachers were surveyed with a questionnaire and 32 of them were interviewed in order to investigate what teachers think of their assessment and how their assessment affects their well-being. Results clarify that teachers prefer peer-assessment and miss formative assessment for work given on a regular basis, furthermore feedback given by qualifying persons and leaders has a negative impact as they question the reality and professionalism of its content.

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