Beginning teacher candidates’ approaches to grading and assessment conceptions—implications for teacher education in assessment

The study focuses on beginning teacher candidates' approaches to grading and their broader conceptions of assessment, highlighting the importance of understanding these factors to enhance teacher education. The research uses a survey method to examine grading scenarios and conceptions of assessment, revealing four key factors influencing grading practices and three main dimensions of assessment conceptions. The findings suggest that teacher candidates' grading beliefs are shaped by various factors, including classroom context, learning values of grades, policy and external pressures, and consequences of grade use. The study also identifies the need for targeted teacher education programs to address these factors effectively. By exploring the relationship between grading approaches and assessment conceptions, the article offers valuable insights into how teacher candidates view and implement grading practices, contributing to the development of more responsive and effective teacher education programs.