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Povzetek: This paper presents the results of a study aimed at examining Croatian primary education teachers’ conceptions of assessment and the correlation between these conceptions and the implementation of assessment in their teaching practice. The analysis of teachers’ conceptions includes considerations of the reliability and importance of assessment, its role in fostering students’ development, the perception of assessment as a tool for ensuring the quality of school and teacher performance, and its role in preparing students for examinations. The study also examines teachers’ assessment practices, analyzing whether they predominantly focus on formative assessment thus fostering student development, or on summative assessment by preparing students for test-related tasks. The research was conducted on a sample of 261 primary education teachers in Croatia. The findings reveal a statistically significant correlation between teachers’ perceptions of assessment and its implementation in teaching. Teachers who perceive assessment as important for students’ personal development are more likely to employ formative assessment in their teaching. Based on the results, the study discusses implications for practice and possibilities for improving the perception and implementation of assessment in primary education, emphasizing the potential of assessment to promote holistic student development.
Ključne besede: formative assessment, teacher's self assessment, fostering student development, summative assessment, purpose of assessment
Objavljeno v DiRROS: 30.11.2025; Ogledov: 274; Prenosov: 94
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Povzetek: This paper examines how various dimensions of democratic school and classroom culture—openness in classroom discussions, peer interactions, civic learning, influence on decision-making, and civic participation—relate to perceptions of student–teacher relationships of two distinct groups of students (native and immigrant-background students) in Slovenia. Using representative data from the International Civic and Citizenship Education Study (ICCS 2022 cycle), analyses revealed that student-perceived positive peer interactions and decision-making influence were consistent, strong predictors of positive student–teacher relationships for both groups of students. However, open classroom discussions and civic learning at school were only significant for native students, suggesting that these aspects of classroom life may not resonate uniformly with all students. Moreover, participation in civic activities, although often seen as an integral part of democratic school culture, emerged as a significant negative predictor of student–teacher relationships only among students with an immigrant background, indicating that these activities may inadvertently highlight barriers or differences rather than promote inclusive engagement. Results are discussed through the lens of fostering positive student–teacher relationships for all students.
Ključne besede: democratic school culture, student–teacher relationships, students, immigrant background, civic and citizenship education
Objavljeno v DiRROS: 23.07.2025; Ogledov: 549; Prenosov: 318
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Povzetek: During the COVID-19 pandemic's school closures and the distance education that resulted from it, teachers were faced with an increasing workload and significant changes in their working environment. Because increased workload can result not only in worsened mental health and lower work motivation, but also in worsened learning outcomes, this article explores how teacher-perceived job demands, job resources, and personal resources are related to teachers' assessment of teaching quality and student engagement during the pandemic. Using the data of 1,422 8th grade teachers in Slovenia from the IEA Responses to Educational Disruptions Survey (REDS) survey, this study also explores the perceived level of support from different institutional actors and the utility of Job demands-resources model for this specific group of workers in a specific work setting. The results show that the teachers of 8th graders in Slovenia perceived a higher level of support from their closest working environment compared to the national bureaucracy. In terms of job demands, the increased workload in preparing the lessons had negative effect on both teaching quality and student engagement, while the reported increase in time spent on direct work with students and social support received (a job resource) contributed positively to both outcome variables. In line with theoretical expectations, personal resources were positive predictors of teaching quality and student engagement in our model. Compared with the initial expectations this study had based on the underlying theoretical model, the results paint a complex relationship between job characteristics and learning outcomes during distance learning. Thus, some of the challenges both teachers and policy-makers face and will continue to face in possible similar situations are discussed.
Ključne besede: job demands, job resources, teachers, teaching quality, student engagement, job demandsrResources model, covid-19
Objavljeno v DiRROS: 08.07.2025; Ogledov: 394; Prenosov: 254
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