Özet:
The use of assessment, the process of collecting information on student
achievement and performance, has long been advocated so that learning cycles can
properly be planned; instruction can be adjusted during the course of learning, and
programs can be developed to enhance student learning. Shifting to a more
pedagogical conception, the assessment moves from source of information to an
inseparable part of teaching and learning. Theory and research propose that
especially formative assessment can play a critical role in adjusting teaching for
student learning because assessment for learning (formative assessment) provides
information to be used as feedback to adjust the teaching and learning activities in
which the students and teachers are engaged. This study aims to show primary
school teachers’ beliefs about formative assessment. Besides, the study reveals the
information about English language teachers’ real assessment practices in the
primary education context. Despite course requirements, teachers’ positive beliefs
and attitudes, the results of the study show that language teachers do not apply
formative assessment practices as required in the national curriculum. Instead of
using assessment formatively, they mostly use assessment for summative purposes.
