Factors Influencing Greek Pre-Service Teachers’ Approaches to
Classroom Assessment

(Department of Pedagogy and Primary Education, School of Education, National and Kapodistrian University of Athens, Greece)

Abstract: The study examines the factors influencing the approaches and beliefs of Greek pre-service teachers regarding classroom assessment, utilizing the ACAI (3.0) questionnaire developed by DeLuca et al. (2016) with a sample of 515 participants. Personal experiences from school education and university training, particularly through practicum placements and specialized courses, emerge as key factors shaping students' approaches and beliefs. As studies progress, pre-service teachers develop a deeper and more critical understanding of assessment. Furthermore, gender-based differences are observed, with women placing greater emphasis on the emotional aspects of assessment and communication of results with parents. The study highlights the need for a balanced combination of theoretical knowledge and practical experience in teacher education programs, emphasizing formative assessment and the active engagement of students in assessment process.

Key words: teaching models, self-concept, dance

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