Shifting from summative to formative assessment : an analysis of the impact on teachers in a Maldivian primary school / Zeeniya Ali

Abstract:
Assessment plays a critical role in teaching and learning. Assessment provides information for parents, students and for teachers regarding how the child has performed and areas for improvement. There are various studies done on the benefits of the classroom assessment. Assessment for learning has a huge impact on the students learning especially in primary grades. This study investigates the impacts on teachers when the predominant form of assessment is changed from summative to formative under the curriculum framework of the Maldives. Furthermore, the study focuses on the sentiments of teachers towards the change of assessment approach, the perceived changes in the role of teachers when the predominant form of assessment is changed from summative to formative and finally the challenges faced by teachers in implementing AfL in primary classrooms.
This case study was conducted through interviews and document analysis. The selected samples for this case study consists of four teachers of key stage two from one of the primary schools in Male'. Data collected through interviews and document analysis helped to find out the impacts on teachers when the predominant form of assessment is changed from summative to formative. Moreover, document analysis gave an in-depth understanding on the type of activities and the nature of feedback given to the students.
The data revealed that teachers need more training to get familiar with formative assessment and also they came with issues such as the huge content compared to the time they had and also the lack of resources they were provided with. Teachers need a motivation and effective guidance from professionals and they need constant professional development programmes in order to expert the skills. Apart from whole school needs to create awareness on how formative assessments are carried out in an effective manner. Besides both the management and the teachers could collaboratively take decision in distributing the period allocation. Furthermore, the students teacher ratio is also a major concern in conducting formative assessment effectively in the classrooms.