Transformative and equitable science teaching in the culturally diverse classroom: application of formative assessment system

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ABSTRACT This study focuses on transformative teaching and learning practice through a formative assessment system in public school classrooms with mostly culturally marginalised students from Dalit communities which study aims to understand how a basic level teacher engages students in transformative science learning through a formative assessment system. A transformative and participatory research paradigm and a qualitative case study design has been used and the data were collected through one month of classroom observations and three in-depth interviews with the basic-level teacher from Gorkha Municipality of Gandaki, Nepal. The study found that teacher has a pedagogical deficiency in the effective implication of a newly revised curriculum and its formative assessment. The intervention provided that science teaching in school by applying the formative assessment system brought a drastic change to teachers and culturally dominated students’ involvement in science learning. The professional training, strong monitoring system, and enthusiasm of teachers support the transformative learning culture. Moreover, the study found that students can build the science capital from the different local activities and events that they observe in families, neighbourhoods and members. However, the school science teaching and assessment system is using usual formal and systematic Eurocentric philosophies, ideas, pedagogies and techniques in the culturally diverse classroom. The study also suggests professional training, a strong monitoring system, and the enthusiasm of teachers to support the transformative learning culture.