Abstract
Even though teachers has positive attitude towards formative assessment, their perceptions on factors influence the adoption of formative assessment is crucial to implement various assessment strategies effectively. Therefore, survey conducted on perceptions of primary school teachers in Riyadh province of Saudi Arabia regarding 14 selected factors. By stratified random sampling, data is gathered from the teachers of 15 schools located in the Riyadh province of Saudi Arabia. 210 fully completed questionnaires are received. Interrelated factors also discussed with a sample of 25 teachers. Teachers slightly agreed on all the given factors. However, significant perceptional differences between teachers groups are intervened that mainly attributed to male and female teachers, teachers who attended training and not attended, younger and elder teachers, less tenured and more tenured teachers, and the teachers of different subjects. This study results is noteworthy for understanding the perceptions of teachers on factors influence adoption of formative assessment in primary schools. Factors deliberated in this study are useful to the school management to address the challenges of teachers in formative assessment that would help to minimize the barriers for effective implementation of formative assessment.
Highlights
Formative assessment would encourage self-learning and provide constructive feedback on students’ performances (Bennett, 2011; Dix, 2017)
Different from earlier research, this paper focused on perceptions of primary school teachers in Riyadh province of Saudi Arabia and discussed their perceptional differences on given factors by socio-demographic profile
Excerpts from interviews with 25 teachers are as follows. Teachers mentioned that they use formative assessment merely as the tool to measure the students’ learning abilities and skills but not to achieve the intended learning outcomes
Summary
Formative assessment would encourage self-learning and provide constructive feedback on students’ performances (Bennett, 2011; Dix, 2017). The reason is some constraints of educational reforms, learning culture, curriculum changes, collaborative environment, accountability, stakeholders’ perceptions, and the context of school environment that would influence teachers to adopt and implement the assessment strategies (Adamson, 2011; Verger et al, 2013; Hui et al, 2017) These constraints would affect teachers from various domains namely external domain i.e. teachers’ external sources of information and stimulus; personal domain i.e. teachers’ attitude, beliefs, and knowledge; practice domain i.e. experimentation in profession; and consequences domain i.e. teaching outcomes (Komba, 2007). By review such domains, educational research has been established some possible factors that would influence teachers to adopt formative assessment. Educators emphasize that these factors would cause a gap between theories and practice of formative assessment (Yeh, 2010)
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