Perception of teachers about role of formative assessment in achieving educational goals of secondary level students
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Date
2022
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UMT Lahore
Abstract
The basic aim of research is to identify the thinking of teachers about the role of Formative Assessment. Formative Assessment is a process that supports teaching and learning of students. The literature shows that there is a need for effective use of formative practice for teaching and learning. This study investigated public and private basic school teachers, both male and female. The study refers to a random sampling procedure consisting of 300 teachers, including both male and female teachers from private and public setups. Data were analyzed through SPSS using frequencies, means, and standard deviation, and data were also collected from both public and private schools of Lahore. The results show that school teachers have a positive perception about the role of formative assessment.
It was also concluded that dominant practices which teachers usually do with students produce positive results, but on the other hand, some exceptional cases are also there. Some teachers usually don’t take interest in information related to Formative Assessment, and as a result, students can’t learn properly. The results further indicate that there is a statistically positive relationship between teachers’ perception and the formative role. Therefore, it is recommended that short-term courses should be organized at the district level and school teachers should participate in them. It is also recommended that new and easy courses should be introduced for students so that they learn easily before moving towards more difficult ones. Furthermore, workshops, seminars, and other necessary training activities should be organized in the schools so that teachers could be exposed to other formative assessment curricula and application practices, which they can implement in students’ learning and assessments.