Teachers’ perspectives of national assessment reform in Kazakhstani secondary education
Turganalina Z.S. Malone K.L.
March 2023Springer Nature
SN Social Sciences
2023#3Issue 3
The focus of this qualitative phenomenological case study was on a recent nationwide reform in Kazakhstani secondary education which included systemwide modifications in content, instruction, and criterion-based assessment (CBA). The research aim was to gain insights into the CBA implementation process through teachers’ perspectives and experiences, as they are the key players of the reform. The research question was: What are mainstream schoolteachers’ perspectives on and experiences with criteria-based assessment? It was found that reform implementation was a process with mixed outcomes and was dependent on teachers perspectives and experiences regarding new assessment practices that were affected continuously by many factors such as openness to changes, professional development programs, and teaching practices. Teachers demonstrated a lack of confidence with some specific CBA tools which still raise issues in their classrooms. The pace of the reform introduction and curriculum inconsistencies were other concerns of mainstream schoolteachers. Nevertheless, the majority of participants have recognized the benefits of CBA and seen the first promising results in their practice. The findings imply that special attention should be given to more experienced teachers during educational reforms due to their possible resistance towards reforms. In addition, a well-planned professional development strategy with a focus not only on developing teachers knowledge and skills but also on their attitude towards the changes should be considered.
Criteria-based assessment , National educational reforms , Secondary education , Teachers’ perspectives and experiences
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Nazarbayev Intellectual School, Nur-Sultan, Kazakhstan
University of Hawaii at Hilo, Hilo, HI, United States
Nazarbayev Intellectual School
University of Hawaii at Hilo
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