Conception vs practice: an exploration of select teachers of English conception and use of assessment in Jamaican secondary schools

Abstract

ABSTRACT The potential of assessment to improve teaching and learning depends on teachers’ conception and use of assessment. Therefore, it is important for researchers and policymakers to conduct research in these areas. This qualitative study interviewed and observed 32 teachers of English in four types of secondary schools in Jamaica to ascertain their conception of assessment and determine the level of congruence between their reported conception and observed uses of assessment. The findings revealed that teachers predominantly have improvement and accountability conceptions of assessment while demonstrating predominantly behaviour management and improvement uses. There was also an overwhelming grading culture that forced teachers and students to focus on the grading more than the learning function of assessment because of mandated tests and quotas of grades from school and national administrators. The findings indicate that policy changes are needed at the national and school levels to support the formative use of assessment even while focus is placed on the formative use of summative and traditional assessment.