Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi (EFMED) Cilt 10, Sayı 1, Haziran 2016, sayfa 439-471. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education Vol. 10, Issue 1, June 2016, pp.439-471. Prospective Science Teachers’ Perceptions of Classroom Assessment Kemal İZCİ 1,* & Metin ŞARDAĞ 2 1 Necmettin Erbakan University, Konya, TURKEY; 2 Yuzuncu Yil University, Van, TURKEY Received: 14.03.2016 Accepted: 22.06.2016 Abstract –This study aims to illustrate preservice science teachers’ perceptions of classroom assessment and to discuss their alignment with our modern understanding of assessment, which aims to support learning. Mixed method design, both quantitative and qualitative methods, was employed. In order to achieve these aims, two instrumentations were used: quantitative data was collected by ‘The Teachers’ Perceptions of Assessment Scale’ and qualitative data was collected by semi-structured interview. This research was conducted among 262 teachers. The quantitative data collected was analyzed with Confirmatory Factor Analysis, Independent Samples t Test, and One Way Anova. Content analysis was also employed for qualitative data collected from 18 participants. The results showed that most of the participants perceived assessment as a way to make students accountable; to check schools and teachers for their responsibilities and to support instruction. Instead, some participants perceived it as an unnecessary activity. Key words: Classroom assessment, assessment literacy, preservice teacher, science teacher education. DOI: 10.17522/nefefmed.94931 Summary Introduction It is important for teachers to hold contemporary perceptions regarding about classroom assessment for facilitating learning. Research showed that particularly preservice teacher education is cornerstone for changing teachers’ traditional perceptions about learning (Siegel & Wissehr, 2011). The current study aims to illustrate preservice science teachers’ perceptions of classroom evaluation and to discuss their alignment with modern * Corresponding author: Kemal İZCİ, Assist. Prof. Dr., Necmettin Erbakan University, Ereğli College of Education, Ereğli, Konya, TURKEY Email: kizci@konya.edu.tr Note: This study was presented as a paper at the 1st Eurasian Educational Research Congress in 2014, Istanbul, Turkey