IMPROVING ASSESSMENT COMPETENCIES IN PRIMARY SCHOOL TEACHERS: PEDAGOGICAL APPROACHES AND INNOVATIONS

Abstract

This mixed-methods study examined primary school teachers' assessment competencies, with particular attention to formative assessment, digital assessment tools, culturally responsive practices, and professional development. The quantitative component analyzed survey responses from approximately 100 teachers working in urban, suburban, and rural school settings, while qualitative evidence was obtained from open-ended responses and follow-up interviews or focus groups with a purposively selected subset of participants. Descriptive findings showed that 85% of teachers reported using formative assessment regularly; verbal questioning (92%), classroom observation (75%), and peer feedback (68%) were the most common practices. However, 45% reported difficulty using assessment evidence to adjust instruction. Only 40% felt confident using digital tools for data analysis, and consistent implementation of culturally responsive assessment was reported by 36%. Teachers who had access to ongoing professional development reported substantially greater confidence in assessment design and implementation than those without such support (78% versus 45%). The findings indicate that assessment competency depends not only on teachers' knowledge of techniques but also on sustained professional learning, collaboration, time, resources, and institutional support. The article recommends practice-based training in formative assessment, digital assessment literacy, culturally responsive design, and collaborative analysis of student evidence.