Assessment and Feedback as a Factor of Teachers’ Wellbeing

Abstract

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.