Formative Assessment and Learning

Abstract

Integrating different formative assessment strategies into daily instruction are the current assertion to improve students’ learning, particularly in science education. However, the practice of assessment for learning is not straightforward. It depends on many factors. Thus, this study was aimed at investigating science teachers’ perception on the pedagogical power of formative assessment to support students’ learning. The participants of the study were 153 science teachers in East Gojjam Preparatory schools. Questionnaire, semi-structured interview and lesson observation were used to get valid information about the issue. Percentage and mean were used to analyse the quantitative data. For the qualitative data content analysis was used. The results showed that teachers who participated in this study perceived formative assessment as variety of tools used to evaluate learning at the end of the lesson continuously. This was evident by their response inconsistency to items in the questionnaire and what they actually do in the classroom. Teachers’ lack appropriate knowledge and skill about assessment for learning strategies. Thus, it has negative implication on the integration of formative assessment strategies within their daily instruction to improve students’ learning.

Teachers’ Perception towards Formative Assessment in Saudi Universities’ Context: A Review of Literature

“…According to Lira Gonzales (2012), teachers who use formative assessment regularly demonstrated positive attitudes towards it. Other studies conducted in Saudi Arabia (Al-Wassia et al, 2015;Alotabi, 2018;Keezhatta, 2020), Ghana (Asare, 2020), and Ethiopia (Heeralal & Dessie, 2016) show similar outcomes, where teacher assessment practices influence their perception towards formative assessment.…”

“…Teachers' level of awareness on formative assessment plays a crucial role in influencing their perception or attitude towards formative assessment. According to previous findings, teachers who are aware or understand the importance and benefits of formative assessment are more likely to express a positive attitude towards the approach (Vingsle, 2014;Aslantis, 2016;Heeralal & Dessie, 2016;Abu Musa & Islam, 2020;Asare, 2020). For example, Vingsle (2014) noted how teachers' level of awareness in different countries has continued to influence their perceptions towards formative assessment.…”

“…Similarly, a study focusing on the Ethiopian (Heeralal & Dessie, 2016) and Ghanaian (Asare, 2020) contexts revealed a positive perception of teachers towards formative assessment. In the case of Ghana, Asare (2020) demonstrated a positive correlation between teachers' perception and their willingness to regularly apply formative assessment practices.…”

“…(Lira Gonzales, 2012;Vingsle, 2014;Aslantis, 2016;Heeralal & Dessie, 2016) How often teachers use formative assessment Teachers who use formative assessment demonstrate a more positive perception than those who use it less often. In this case, teachers' perception is the dependent variable.…”

“…In this case, teachers' perception is the dependent variable. (Karim, 2015;Heeralal & Dessie, 2016;Asare, 2020;Abu Musa & Islam, 2020;Heeralal & Dessie, 2016;Arrafii & Sumarni, 2018;Keezhatta, 2020) Teachers' level of knowledge on application of formative assessment strategies…”