Eureka! Institutional Repository

The main purpose of this study is to investigate and record the viewpoints of teachers, who work in primary schools in Western Thessaloniki, on the implementation of descriptiveassessment in primary schools as analternative form of assessment as well as a tool for describing students' performance. The concepts of evaluation and graduation in education were first elucidated in the theoretical part and the characteristics, principles and methods used by the descriptive assessment were captured. Then the empirical part, which includes the methodology, findings, conclusions and research proposals, was followed. A quantitative approach was held with a sample of 155 teachers and the findings of data analysis showed that despite the presence of some limiting factors such as lack of time, insufficient training and the proportion of teachers- students per class, teachers are inclined to adopt the descriptive assessment method which provides them with a high frequency employment resources. According to the findings of data analysis, it has been reported that descriptive assessment techniques could first and foremost facilitate the update of teachers, students and parents. Some other factors were also almost equally emphasized such as weak student’s motivation, encouragement for more substantial class attendance and the attainment of educationalgoals. It was likewise ascertained to a great extent that this particular method of assessment fully describes students’ performance and, on average; teachers are positively predisposed towards establishing it in our schools as a tool for the recording of students’ performance. In addition, some of the factors which could facilitate the implementation of such methods were illustrated. These were the reduction of oversized classes and the introduction of professional training programs for teachers.