Assessment and evaluation challenges, barriers, and successes for newly certified teachers.

Abstract

Evaluation and assessment are integral to the educational process, enabling teachers to measure student learning, guide instructional decisions, and meet accountability standards(Amua-Sekyi, 2016). However, newly certified teachers often face significant challenges ineffectively implementing assessment and evaluation strategies due to a lack of experience, confidence, and support. This qualitative study explores the experiences of nine newly certified teachers in Ontario, focusing on the challenges, barriers, and successes they encountered in assessing student learning. Using the Concerns-Based Adoption Model (CBAM) as a framework, data was collected through participant interviews and analyzed to identify key themes. Findings highlight the need for enhanced professional development, discipline-specific training, mentorship, access to resources, and improvements in teacher preparation programs. The study provides valuable insights for educators, policymakers, and stakeholders seeking to better support early-career teachers in mastering assessment and evaluation practices.