International trend of pedagogical evaluation shows a
significant paradigm shift since the Mil-lennium. Besides
positivist and objectivist approaches, formative assessment
has gained ground (Black–Wiliam, 2003; Stiggins, 2005). The
role of feedback has been centred on evaluating students
(Chappuis Stiggins, 2002), however, its significance is
evident in the case of teachers’ professional development and
wellbeing (McCallum et. all, 2017). The goal of our research
was to investigate what teachers working with upper primary
classes think of being assessed and the role of that in their
professional wellbeing and development. It was important to
uncover whether there is a correlation among teachers’ own
beliefs on assessment, their used evaluation methods, and the
impacts of the preferred teacher assessment. A mixed research
strategy was used: a paper-based questionnaire (Cronbach
α=0,848; N= 130 primary school teachers) and a thematic
interview (N=32). The results clarified that the impacts of
feedback given by leaders, parents and students are quite
different. In the first case, teachers consider the reality
and professionality of its content doubtful. They miss
formative assessment given on a regular basis. Surprisingly,
they believe in the effectiveness of the traditional
evaluation methods and they follow those. Conclusion
highlights the necessity for changing teacher assessment and
teachers’ point of view, and the importance of this segment of
teacher training.
