Main Article Content
In this study, it is aimed to examine the effect of classroom assessment on science and mathematics achievements. For this purpose, hierarchical linear modeling is performed using variables of like learning science/math, engage teaching in science/math, confidence in science/math, and home resources for learning variables at student level, and experience, education level, homework, and assessment at teacher-level. The sample of the study consists of 4th grade students who participate in TIMSS 2015 in Turkey. According to the findings; 36% of variance in science achievement, and 40% of variance in mathematics achievement are due to variability between classes. In random coefficient model, all student variables are statistically significant predictors of science and mathematics achievement. Among these variables, the greatest effect size is the self-confidence variability. Only the teacher variables are added according to the Means as outcome model; the teacher's experience and the emphasis to national achievement tests of monitoring students’ progress have a statistically significant effect on science and mathematics achievement. Finally, according to the intercept and slopes as outcomes model, the most important variable is the emphasis to national achievement tests of monitoring students’ progress is followed in both science and mathematics.