Roles of the leading teachers in implementing formative assessment in key-stage one / Hassan Yoosuf

Abstract:

Formative assessment is considered as a mean to provide teachers and students with information about students' strengths and weaknesses in learning with the ultimate goal of making effective in teaching and learning. Formative assessment has recently been introduced in Maldives. Thus, this case study is aimed to explore; (a) the roles and responsibilities of the leading teachers in implementing formative assessment and (b) the challenges the leading teachers face in implementing formative assessment in a primary school.
A qualitative case study was utilized to explore the perceptions of the participants about the issue. One of the famous primary school in Male' city was purposefully selected for the study and leading teachers and teachers from the school took part in the study. The data were collected from the participant by conducting a face-to-face semi-structured interview.
The finding of the study revealed that there are several roles and responsibilities of the leading teacher to undertake for the successful implementation of the formative assessment such as: persuading teachers to use formative assessment, continuous monitoring and providing feedback, and providing technical support and assistance. The difficulties found by the case study are: workload of the leading teachers, lack of resources and facilities in the school, duration to cover the content and number of the student per class. Finally, research implications and areas for further research found that would help the sustain and promote formative assessment in Male schools.