“Assessment for Learning” Practices Amongst the Primary School English Language Teachers: A Mixed Methods Approach

Abstract

This study aimed to investigate the practices of the AfL strategies and the stages of assessment in pedagogy by English language teachers in primary schools. In Phase I: the Quantitative Strand, the Assessment for Learning Audit Instrument (AfLAi) was distributed to a total of 89 primary schools in the Hulu Langat district. The AfLAi results determined the cut-off points and the divergent categories to be further investigated in Phase II: Qualitative Strand. The 244 respondents were clustered into two subset participants of four higher and four lower scorers in the AfLAi who were investigated via a semi-structured interview and/or observation. The results from the AfLAi cum the cut-off points were Mean=3.7 on QCD (SD=0.74), sharing LOSC (SD=0.79) and FB (SD=0.77), and mean=3.3 on PSA (SD=0.87). From Phase I, 15 divergent categories were selected. Phase II findings on the 115 recurring categories were divided into three profiles: the higher scorers (29 categories), the lower scorers (26 categories) and the consensus (60 categories). Consequently, the 15 divergent categories were explained in a joint display to observe the similarities and the differences of practised amongst the higher and the lower scorers in the AfLAi. The joint display affirmed that 11 categories were practiced similarly. The four differences were on the “Availability of LOs”, “Questioning strategies”, “Compliment with FB”, and “Pupils’ progress report/self-assess”. It indicated that regardless of their scores, the participants had contributed some practical approaches to the study framework, which were beneficial beyond disciplines and classroom situations.

Primary school teachers’ assessment for learning practice for students’ learning improvement

“…Previous findings no longer apply to Ethiopian primary school teachers as their assessments of learning practice could vary from those of their peers worldwide. There are similar concepts but different contexts (Sintayehu, 2016;Mohamed et al, 2021;Monteiro et al, 2021). More research is needed to determine whether primary school teachers' assessment for learning practices indicates a learning environment in Ethiopian schools, consistent with previous research findings.…”

“…The results of the oral description for the second research question show that primary school teachers make less learning progress through assessment of learning practice due to a variety of challenges that teachers face, including transparency, experience and training, school issues, and preference-related problems. This suggests that many teachers are unsure and lack experience in improving students' learning progress through assessment for learning practice, as described in previous studies (Sintayehu, 2016;Carless and Boud, 2018;Sultana, 2019;Gedamu and Shewangezaw, 2020;Boud and Dawson, 2021;Mohamed et al, 2021;Kangaslampi et al, 2022).…”

“…According to Black and Wiliam (2006), Mohamed et al (2021), Yan and Carless (2022) and Yan and Pastore (2022), assessment for learning has two primary goals: (1) communicating students learning progress to the respected subject matter teachers and administrators;…”

“…Furthermore, the center of the learning model is assessment practice leading to learning improvement and forming the framework for classroom learning practice (Hussain et al, 2021). Consequently, there is a need for research on primary school teachers' assessment for learning practice for long-term learning improvement, which may influence personal and contextual factors and educational values Boud and Dawson, 2021;Mohamed et al, 2021). Previous findings no longer apply to Ethiopian primary school teachers as their assessments of learning practice could vary from those of their peers worldwide.…”

A avaliação pedagógico-curricular no ensino primário: Uma revisão sistemática da literatura

“…Artigos analisados 2021 Afandi et al, 2021;Allal, 2021;Amendum et al, 2021;Basu et al, 2021;Buckley-Walker & Lipscombe, 2021;Butler et al, 2021;Chin et al, 2021;Earle, 2021;Fitzgerald et al, 2021;Gane et al, 2021;Gezer et al, 2021;Glušac & Milić, 2021;Herbert, 2021;Hogenboom et al, 2021;Ibourk & Kendrick, 2021;Jong & Tan, 2021;Julião et al, 2021;Kalykbayeva et al, 2021;Kim & Lee, 2021;McFeetors et al, 2021;Mitsiakiet al, 2021;Mohamed et al, 2021;Monteiro et al, 2021;Nicholas et al, 2021;Omasta et al, 2021;OrdazVillegas & AcleTomasini, 2021;Pedasteet al, 2021;Roberts & Brugar, 2021;Sayac & Veldhuis, 2021;Schelling & Rubenstein, 2021;Schmitzet al, 2021;Syzdykbayeva et al, 2021;Tirado-Olivares et al, 2021;Torregrosa et al, 2021;Turner et al, 2021;van den Heuvel-Panhuizenet al, 2021;Wammes et al, 2021;Wikmanet al, 2021 2022 Amador et al, 2022;Bellindo-Garcia et al, 2022;Carrillo López ...…”