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

Abstract

Formative assessment has received considerable attention among scholars around the world. In Saudi Arabia, formative assessment is perceived as a promising opportunity for improving learning outcomes. The review of literature presents formative assessment as a serious issue that can affect students’ outcomes. In particular, teachers’ perception is an important factor that determines their willingness to apply specific assessment strategies in class. According to the findings, formative assessment leads to positive student outcomes. Importantly, the overall perception towards formative is multi-factored. As such, a single factor cannot be blamed for teachers’ perception and attitude outcomes. Notably, teacher’ experience, education level, and other factors define their perception towards formative assessment. As such, any efforts to influence their perspective will have a significant positive outcome on their willingness to apply formative assessment. However, a further study is needed to quantify the significance of teachers’ perception in influencing their decision to apply formative or summative assessment. 

The Adventure of Formative Assessment with Active Feedback in The Vocational Learning: The Empirical Effect for Increasing Students' Achievement

“…From these results, we can conclude that students have a very positive attitude towards the teacher and the class. This result is also in accordance with the results of previous studies which showed a significant difference in the use of formative tests in favour of the experimental group (Van der Kleij et al, 2018;Ismail & Tini, 2020;Lui & Andrade, 2022;Voinea, 2018;Evans et al, 2014;Dayal, 2021;Gezer et al, 2021;Alsubaiai, 2021).…”

Investigating Online Efl Assessment Challenges: Teachers' Perceptions During the Covid-19 Pandemic in Saudi Arabia

“…In a previous study, Alsubaiai (2021) argued that teachers' perception of formative assessment determines whether they give the assessment and the type of strategies to use. The study also observed that teachers' teaching experience and education level influence their perceptions of formative assessment.…”

Investigation of the challenges in online formative assessment faced by Grade 10 Physical Sciences teachers in South African schools

“…Bartz (2017) and Bulunuz & Bulunuz (2013) emphasize its role in tracking learner progress and understanding their knowledge acquisition. However, its effectiveness can be compromised by teachers' limited appreciation of its value (Alsubaiai, 2021;Ahmedi, 2019;Jawad, 2020). Clark (2012) associates formative assessment with self-regulated learning (SRL), linked to higher academic achievement and learner motivation.…”