Criteria-Based Assessment in Kazakhstani Mainstream Schools: Teachers’ Perspectives and Experiences

Abstract Criteria-Based Assessment in Kazakhstani Mainstream Schools: Teachers’ Perspectives and Experiences The focus of this research was on a recent large-scale reform in Kazakhstani secondary education in particular on teachers’ perspectives and experiences regarding criteria-based assessment (CBA). Although several studies have been conducted concerning this topic, for most Kazakhstani stakeholders, criteria-based assessment is rather novel and its implementation in mainstream schools has not been sufficiently explored. The qualitative research with the phenomenological design was carried out to gain insights into the CBA implementation process through teachers’ perspectives and experiences, as key players of the reform implementation. The question stated for this research was: What are mainstream schoolteachers’ perspectives on and experiences with criteria-based assessment? Nine teachers from several mainstream schools in central Kazakhstan participated in the interviews, In accordance with the conceptual framework, changes in assessment system and professional development programs led teachers through the new experiences which changed their perspectives on many aspects of teaching. Most of the current results support the findings of previous studies. However, there are some unexpected findings which could contribute to new knowledge in the field of CBA implementation: 1) teachers perceived summative assessment as more significant than formative assessment; 2) teachers tried to influence students’ final grades according to their understanding of fairness in assessment; 3) teachers perceived that one of the benefits of the new assessment system is equity as it allows all the learners (extroverts and introverts) to succeed academically; and 4) teachers perceived that CBA positively affected the teacher-student relationship. This research can be beneficial to all stakeholders: policymakers, school administrations, teachers, parents, and learners since it can contribute to a better understanding of the reform implementation with its challenges and successes. In addition, it could be helpful to the global community as well since the research could give other countries the ability to avoid similar problems in their own reform efforts