Implementing formative assessment in key stage 2 classrooms : a case study of teachers perception and concerns / Fathimath Zeeba

Abstract:

Assessment practices in Maldives are undergoing a major change since the year 2015. After the implementation of the new curriculum, the students in Key Stage (KS2 are being assessed using formative assessment tools only. Previously these students are assessed by giving regular unit tests and term tests. Although formative assessment is regarded in the literature as an effective tool that can improve students learning, research also shows that it is particularly challenging for teachers to change the assessment practices that are already established. Hence, the core purpose of this qualitative case study is to explore the teachers' perception and concerns about implementing formative assessment in KS2 classrooms. One school in Male' was chosen for the study and six teachers were selected using the purposive sampling technique. Data was collected through semi-structured interviews. Data was analysed after transcribing audio interviews and these were member checked with the participants. The findings revealed that teachers perceive formative assessment as an effective approach that enhances students learning. However, teachers have number of concerns that hinders the effective implementation of formative assessment. These include inadequate training, time issues, class size and lack of parental support. The study recommends providing regular staff development programmers on formative assessment for teachers and awareness programs for parents as well. Based on the analysis it is evident that the school and Ministry of Education need to provide the required support for teachers so that new assessment policy can be effectively implemented.