Formative Assessment and Learning: Science Teachers’ Perception at East Gojjam Preparatory Schools, Amhara Regional State, Ethiopia

Askalemariam Adamu Dessie; PREM JOTHAM HEERALAL HEERALAL

doi:10.31686/ijier.vol4.iss10.599

Authors

Askalemariam Adamu Dessie

Debre Markos University, Ethiopia
PREM JOTHAM HEERALAL HEERALAL

UNIVERSITY OF SOUTH AFRICA

DOI:

https://doi.org/10.31686/ijier.vol4.iss10.599

Keywords:

Science teachers, perception, Formative assessment, Learning, Preparatory schools

Abstract

Integrating different formative assessment strategies into daily instruction are the current assertion to improve students’ learning, particularly in science education. However, the practice of assessment for learning is not straightforward. It depends on many factors. Thus, this study was aimed at investigating science teachers’ perception on the pedagogical power of formative assessment to support students’ learning. The participants of the study were 153 science teachers in East Gojjam Preparatory schools. Questionnaire, semi-structured interview and lesson observation were used to get valid information about the issue. Percentage and mean were used to analyse the quantitative data. For the qualitative data content analysis was used. The results showed that teachers who participated in this study perceived formative assessment as variety of tools used to evaluate learning at the end of the lesson continuously. This was evident by their response inconsistency to items in the questionnaire and what they actually do in the classroom. Teachers’ lack appropriate knowledge and skill about assessment for learning strategies. Thus, it has negative implication on the integration of formative assessment strategies within their daily instruction to improve students’ learning.

Author Biographies

Askalemariam Adamu Dessie, Debre Markos University, Ethiopia

Department of Psychology
PREM JOTHAM HEERALAL HEERALAL, UNIVERSITY OF SOUTH AFRICA

ASSOCIATE PROFESSOR, DEPARTMENT OF EDIUCATIONAL PSYCHOLOGY

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