Perceptions of Formative Assessment in Secondary Education: Beyond Teaching Styles

Rodríguez, Armando Lozano; Córdova, Katherina Edith Gallardo; Ruelas, Claudia Selene Tapia; Gutierrez, Reyna Isabel Piza

doi:10.18848/2327-7920/cgp/v28i02/35-51

Cited by 2 publications

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“…Consistent with previous studies (Kanjee, 2020;Lozano Rodriguez et al, 2021;Golzar et al, 2022), the teachers in this study, although they demonstrate positive perceptions toward formative assessment, rarely implemented it in their classrooms. The results show that only a few teachers often used formative assessment.…”

Section: Correlation and T-test Resultssupporting

confidence: 84%

“…In South Africa, only a few teachers could use formative assessment strategies effectively (Kanjee, 2020). Research in other education contexts like Mexico, Netherlands, and Afghanistan demonstrate similar results that formative assessment was not fully implemented in the classrooms (Lozano Rodriguez et al, 2021;Veugen et al, 2021;Golzar et al, 2022).…”

Section: Introductionmentioning

confidence: 92%

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Formative assessment in Timor-Leste: teachers’ perception and practice

Costa Akoyt

2024

Int. J. Edu. Inno. Res.

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Formative assessment is vital in many educational contexts because it helps improve students' learning outcomes. Like many other countries, Timor-Leste education promotes formative assessment alongside other educational assessments. Yet, the use of formative assessment in Timorese classroom is still a subject of inquiry. This study aimed to investigate Timorese teachers' perceptions and practices of formative assessment in the classrooms and examine their differences. The sample was drawn from 50 teachers working in 14 primary schools within Dili municipality. The data was gathered through a questionnaire survey. The questionnaire consisted of demographic information, teachers' perceptions, and their practices. The results showed that many Timorese teachers had positive perceptions of formative assessment. They knew the importance and the role of formative assessment for learning. However, the teachers' practices of formative assessment differed from their perceptions. Most teachers rarely apply formative assessment and its various strategies in their classrooms. This research suggests that relevant government bodies, such as the Ministry of Education, must consider the importance of educational qualifications and continuous professional development programs. Large class sizes and the lack of internal school support also become essential aspects that need attention from the government. The findings of this research provided insights that can be incorporated into the existing literature and serve as the basis for further research in the Timorese education context, particularly in primary education.

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Section: Correlation and T-test Resultssupporting

confidence: 84%

Section: Introductionmentioning

confidence: 92%

Formative assessment in Timor-Leste: teachers’ perception and practice

Costa Akoyt

2024

Int. J. Edu. Inno. Res.

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“…Considering the learning style at international level, many institutions encourage their teachers to use formative assessment combined with summative assessment to reinforce feedback and promote learning in teaching styles [6]; these forms of assessment should be conceived focusing on students only for academic purposes as it has many advantages for students, despite its difficulties for implementation in some institutions [7].…”

Section: The Perspective's Analysis Of Formative Assessment With Univ...mentioning

confidence: 99%

The Perspective’s Analysis of Formative Assessment with University Students

Reynaga-Chávez,

Burga-Falla,

Huamán-Romaní

et al. 2023

TEM Journal

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Starting or ending an academic semester leads to the concern of teachers because a teaching-learning methodology has to be applied, often forcing them to inquire or consult methodological advances to improve the quality of education, especially the evaluation part. Therefore, our research objective is to analyze the perspectives of formative assessment with university students, so we used the methodology of quantitative and descriptive-correlational, non-experimental approach through an online survey with a validated measurement instrument, as the sample consisted of 3944 university students. The results are significant and validated by different statistics such as Cronbach's Alpha (0.951) in the Peruvian context, the formative evaluation methodology is accepted by university students in a positive way. Concluding that there are still teachers who do not adequately apply formative evaluation and that students are still shy to communicate with their teachers in order to request a feedback.

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Perceptions of Formative Assessment in Secondary Education: Beyond Teaching Styles

Cited by 2 publications

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Formative assessment in Timor-Leste: teachers’ perception and practice

Formative assessment in Timor-Leste: teachers’ perception and practice

The Perspective’s Analysis of Formative Assessment with University Students

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