Secondary school teachers' conceptions of assessment: A systematic review

The need to study teachers' conceptions of assessment is imperative since it is their beliefs or views on the matter that will heavily affect the practises in the classroom. In the same regard, the issue of teachers' conceptions of assessment has been widely discussed by scholars through past studies. Nonetheless, it is evident that there is still a lack of studies in the form of systematic literature highlighting the teachers' conceptions at the school level towards assessment. This study will systematically highlight secondary school teachers' conceptions of assessment. In order to answer the research questions, the guidelines from PRISMA (Preferred Reporting Items for Systematic Review and Meta -Analysis) were used to systematically highlight the extracted 16 out of 424 articles, ranging from 2019 to 2023, and accessed through three databases, namely Scopus, WoS, and ERIC, with exclusion and inclusion criteria taken into account. Based on the theme analysis, three main themes have emerged: (1) measuring mastery; (2) improving teaching and learning; (3) student achievement outcomes. Thus, this study suggests that the implementers, or the teachers in the school, will continue to be exposed to the integrated assessment through a twoway teacher -student conceptual framework in order to create accountability that can impact the teachers' ability to assess and at the same time be able to provide meaningful guidance to the learning process.