Supervision in Shaping Teachers Perspectives on Learning Assessment: A Systematic Literature Review
Keywords:
academic supervision; teacher perspectives; learning assessment; systematic literature review; professional developmentAbstract
Academic supervision plays a central role in shaping how teachers perceive learning assessment practices. However, studies that specifically examine the relationship between supervision and teacher perspectives on learning assessment remain limited. This study aims to analyze how supervision contributes to shaping teacher perspectives on learning assessment through a Systematic Literature Review (SLR) approach. Literature searches were conducted through Google Scholar, ERIC, and Scopus databases, covering the period from 2021 to 2025. Of the 147 articles identified, 20 articles met the inclusion criteria and were analyzed thematically. The findings reveal three main themes: (1) clinical and collaborative supervision proved most effective in shifting teacher perspectives from formative evaluation toward reflective practice; (2) the frequency and quality of supervisory feedback positively correlates with teachers' openness to assessment innovation; and (3) data-based supervision encourages teachers to adopt authentic assessment oriented toward student learning progress. This study concludes that effective supervision is not merely a control function, but rather a professional catalyst capable of transforming teacher perspectives on assessment from a normative approach toward a student development-centered approach.
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Copyright (c) 2026 Selly Pratiwi (Author)
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