Focusing on Teachers’ Considerations while Assessing Students: A Case of Iranian Junior High and High School Teachers

Muhammad Reza Namy Soghady, Seyyed Omid Tabatabaei


This study investigated teachers’ concerns and considerations in assessing their students informally and formally (formative vs. summative). The researchers used convenience sampling from schools in Khafr Education Department to select participant pool for the investigation. 162 teacher participants from junior high school and high school took part in the study. The methods of investigation were a 20-item Likert Scale questionnaire and a semi-structured interview to collect data in this regard. The study revealed that most of the participant teachers’ priorities while assessing their students (both in informative and summative) were: 1- Non-Assessment Orientation 2- Book and University Entrance Examination (UEE) Orientation 3- Psychology of the learners which was somehow neglected by teachers.


University Entrance Exam (UEE), assessment, learners’ psychology

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