@article{article_1683219, title={Examining of Teachers’ Views and Practices on Formative Assessment in Terms of Various Variables}, journal={Elektronik Eğitim Bilimleri Dergisi}, volume={15}, pages={43–67}, year={2026}, DOI={10.55605/ejedus.1683219}, url={https://izlik.org/JA37KU39FR}, author={Arın, Hatice Nur and Ozan, Ceyhun}, keywords={Ölçme ve değerlendirme, biçimlendirici değerlendirme, öğretmen}, abstract={<p>The aim of this study is to examine whether the views and practices of teachers regarding formative assessment differ significantly according to gender, age, professional seniority, teaching level, undergraduate degree, education status, and settlement area. The survey model was used in this study, in which the views and practices of teachers toward formative assessment were examined in terms of various variables. The sample of the study consists of 252 teachers in the central districts of Erzurum city center. We used the Teachers’ Formative Assessment Concepts and Practices Scale to collect data for the research. The data obtained in the study was first tested for normality. We performed a t-test and a one-way analysis of variance based on the normal distribution of the data. According to the research findings, no significant difference was found in any dimension of the scale according to the variables of gender, age, professional seniority, teaching level, education status, and settlement area of teachers’ views and practices towards formative assessment. According to the undergraduate graduation variable, no significant difference was reached in the affective, attitude, subjective norm, self-efficacy, intention, and behavior dimensions of the scale, but a significant difference was in the controllability. The research found that factors like gender, professional seniority, teaching level, undergraduate degree, education status, and where teachers live did not significantly affect their opinions and practices about formative assessment. The study concluded that the age variable significantly influenced teachers’ views and practices regarding formative assessment in the behavioral dimension of the scale. </p>}, number={29}