Teachers ’ Beliefs about Assessment in Different Contexts

This is a qualitative interview study about the impact of teachers ’ beliefs about assessment. It aims to explore teacher’s agreement, or disagreement, about the way they assess, or have to assess, their students and the influence of this on their teaching. The participants of this study were fifteen in-service teachers who were currently studying an MA degree in Teaching English as a Foreign Language, in which they took a course on evaluation. The participants were interviewed by email at the beginning of the course, inquiring about specific aspects of their beliefs regarding assessment and their own contexts, and they were interviewed again at the end of the course. This was an interview which consisted of six open questions. The data was analyzed in order to find out how these teachers perceived assessment, if there was any change in their beliefs after taking the evaluation course at the MA Program and if the way they assessed, or had to assess their students seemed to have any impact on the way they teach. Then, the information was classified into three different categories: feelings