The parameters influencing teachers' views on assessment

In recent years in Greece, the debate on the assessment of teachers and the educational work has started strongly. The term "assessment of the educational work" and accordingly the teachers’ assessment were established in our country during the post-colonial period. The following questions particularly concerned both the educational community and the State in general: "How are the results of assessment used or how should they be used?", "Can all aspects of the work produced at school level and the effects of teachers on their students be objectively measured and evaluated?", "How can the subjective element be reduced during the teacher’s assessment?", "Is it possible to apply uniform assessment criteria to schools that operate in heterogeneous socio-economic, cultural or geographical environments?", "What is the role of the teachers and the Head of each school and school counselor as well as other actors of the school community (students, parents, other staff)?". The attempt to answer the above questions highlights a number of individual issues with various philosophical, political and pedagogical dimensions, related to the purpose of the assessment, the bodies, the forms, the techniques and the assessment criteria (Kassotakis, 2017:5). The present research was based on primary data, which was collected using a questionnaire. For the purposes of the thesis, a structured questionnaire with a combination of closed and open questions was exclusively created through a literature review.