2016
DOI: 10.5296/jsss.v4i1.9728
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Reviewing the Challenges of Implementing Formative Assessment in Asia: The Need for a Professional Development Program

Abstract: This paper aims to review research on the challenges of implementing formative assessment in Asian classrooms. Multiple electronic databases were used to search for relevant articles and twenty-one studies were selected. The challenges faced while conducting formative assessments were analyzed and categorized into three levels (micro-, meso-and macro-level) based on Kozma's model, which examines contextual factors influencing teachers' classroom instructional practice as well as inherent disadvantages of forma… Show more

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Cited by 26 publications
(20 citation statements)
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“…The result might be as a result of the ability of male teachers to be explorative and more enthusiastic to find out more on formative assessment knowledge (Alufohai & Akinlosotu, 2016). The finding of the study further confirms the positions of Quyen and Khairani (2017) who in their study revealed that although teachers lacked knowledge in the practice of formative assessment in Asian classrooms, male teachers tend to exhibit formative assessment knowledge than females. It can be observed that the finding of the study is consistent with literature on formative assessment knowledge.…”
Section: Resultssupporting
confidence: 83%
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“…The result might be as a result of the ability of male teachers to be explorative and more enthusiastic to find out more on formative assessment knowledge (Alufohai & Akinlosotu, 2016). The finding of the study further confirms the positions of Quyen and Khairani (2017) who in their study revealed that although teachers lacked knowledge in the practice of formative assessment in Asian classrooms, male teachers tend to exhibit formative assessment knowledge than females. It can be observed that the finding of the study is consistent with literature on formative assessment knowledge.…”
Section: Resultssupporting
confidence: 83%
“…In addition, Alkharusi et al (2012) from a sample of 156 Muscat in-service teachers in the Sultanate of Oman revealed that teachers demonstrated low level of knowledge in educational assessment. In Asia, Quyen and Khairani (2017) revealed that teachers lacked knowledge in the practice of formative assessment in Asian classrooms and that hindered their practice of formative assessment. It was noted that teachers did not understand the concept of formative assessment or how to implement it in their classrooms, however, male teachers tend to exhibit formative assessment knowledge than females Quyen & Khairani, 2017).…”
Section: Introductionmentioning
confidence: 99%
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“…Those who have a high belief of formative assessment benefits are more likely to carry out formative assessment properly (Karim, 2015). Instruction, January 2020 • Vol.13, No.1 Preliminary studies which were conducted to the EFL teachers revealed that the success and failure of formative assessment practice are influenced by the teacher's belief in formative assessment (Borg, 2011;Guadu & Boersma, 2018;Karim, 2015;Quyen & Khairani, 2016). Additionally, classroom observation conducted to the teachers to see the links between the results of the interviews showed that the implementation of formative assessment is not always consistent with teachers' beliefs.…”
Section: Introductionmentioning
confidence: 99%
“…According to Noori, Shafie, Mashwani & Tareen (2017) large classes and the limitation of time are the factors that teachers cannot implement assessment for learning in their classrooms. Likewise, Quyen & Khairani (2016) stated that teacher was not allowed to follow any other types of assessment approach that is why he/she only practiced summative assessment in learning process.…”
Section: Introductionmentioning
confidence: 99%