The Effects of Teachers’ Professional Experience and Academic Background on Their Classroom Assessment and Evaluation Practices

Background and Objectives: Evaluation is core to teaching-learning and plays a strategic role in educational quality. Despite theoretical acceptance of modern approaches, the gap between teachers' positive attitudes and practice remains evident. Teachers' characteristics, including professional experience and educational background, influence this gap. This study examined the effect of teachers' professional experience and educational background on their classroom evaluation practices. Methods: This descriptive-survey study included teachers in Tehran province during 2023-2024, with 277 selected via convenience sampling. Data were collected using a researcher-developed 25-item questionnaire. Construct validity was confirmed through exploratory factor analysis, with overall reliability at 0.92 (Cronbach's alpha) and subscale reliabilities from 0.70 to 0.90. Data were analyzed using three-way MANOVA. Findings: Teaching level significantly affected traditional assessment methods (p = 0.041) and alternative assessment methods (p = 0.030). Field of study significantly affected alternative assessment methods (p = 0.011). Middle school teachers showed highest use of traditional methods (4.01), while elementary teachers performed better in alternative methods (3.60). Teachers in educational sciences used alternative methods more frequently (3.77). Teaching experience had no significant effect. Conclusion: Teaching level and field of study are determining factors in teachers' application of evaluation methods. Revisions to teacher education programs and targeted professional development are recommended. The findings have important theoretical and practical implications for expanding knowledge and empowering teachers.