摘要：AbstractIn the classroom, evaluation is traditionally seen as judgment to help teachers assess the educational outcomes. However, evaluation also plays an important role in the development of teaching and learning process as a key driving element. As evaluation is often used as a tool rather than a driving force, it offers little opportunity for these attributes (learning environment, behavior, competence and attitude) to develop. Thirty-one in-service teachers from Chinese developed, less developed and developing areas were interviewed to ascertain their beliefs of evaluation during the teaching and learning process. The in-service teachers define their evaluation in terms of who to evaluate why to evaluate, what to evaluate, how to evaluate and when to evaluate. The responses closely align to the pre-service teachers’ beliefs about evaluation as purported by He et al. (2011). Implications of this research suggest that in-service teachers can and should have an integral role in designing a curriculum and systems relevant to the evaluation context if educational researchers are all concerned with their beliefs.
