After collecting the data from the questionnaire, the researcher interviewed randomly four participants including two teachers teaching in the urban areas and two teaching in the suburban areas. This interview aimed at getting more insights into teachers’ beliefs of formative assessment. General results from the interview showed that all of 4 teachers have positive attitude towards formative assessment. They strongly agree that formative assessment have positive effect on teaching and learning process. For example, teacher A said that:
I strongly believe that using formative assessment is good for my teaching as well as my students’ learning.
Teacher B also stressed that:
In my opinion, formative assessment can benefit both students and teachers; …show more content…
Teachers were asked to express their thoughts about each principle of formative assessment (sharing learning goals, questioning, self/peer assessment and feedback). It is obvious that teachers had different ideas about the importance of each principle. Generally, they believed that the basics of formative assessment such as feedback, sharing learning goals, questioning and self-peer assessment should be applied in their classrooms. However, each teacher had their own preference for each formative assessment principle. There are 2 teachers expressing their favor for questioning. They believed that questioning is the most important among 4 principles. One teacher favored sharing learning goals and one teacher supported self/peer assessment. These beliefs can be seen in their interviews. Teacher A & B expressed their thoughts about the importance of questioning. Specifically, Teacher A said …show more content…
It is apparent that teachers place emphasis on questioning rather than other principles of formative assessment. Whether these beliefs are consistent with their practices of formative assessment in the classroom or not, it will be represented in the following sections.
4.2. Teachers’ practices of formative assessment in the classroom.
Research question 2: What tools are used for formative assessment by EFL teachers?
To measure teachers’ practices of formative assessment in the classroom, specifically, the frequency on how often formative assessment tools were used by teachers in the classroom, the 24 items questionnaire was used. This instrument was described in section 3.4.1 of chapter 3. Participants were selected their answers by marking a scale of individual item, ranging from frequently to never.
Teachers’ practices of formative assessment were analyzed by Descriptive Statistic Test and One Sample t- Test. First of all, the descriptive statistics test was run to find out the average level of teachers’ practices of formative assessment. The results of the Descriptive Statistic Test were shown in Table 4.4. N Min. Max Mean
I strongly believe that using formative assessment is good for my teaching as well as my students’ learning.
Teacher B also stressed that:
In my opinion, formative assessment can benefit both students and teachers; …show more content…
Teachers were asked to express their thoughts about each principle of formative assessment (sharing learning goals, questioning, self/peer assessment and feedback). It is obvious that teachers had different ideas about the importance of each principle. Generally, they believed that the basics of formative assessment such as feedback, sharing learning goals, questioning and self-peer assessment should be applied in their classrooms. However, each teacher had their own preference for each formative assessment principle. There are 2 teachers expressing their favor for questioning. They believed that questioning is the most important among 4 principles. One teacher favored sharing learning goals and one teacher supported self/peer assessment. These beliefs can be seen in their interviews. Teacher A & B expressed their thoughts about the importance of questioning. Specifically, Teacher A said …show more content…
It is apparent that teachers place emphasis on questioning rather than other principles of formative assessment. Whether these beliefs are consistent with their practices of formative assessment in the classroom or not, it will be represented in the following sections.
4.2. Teachers’ practices of formative assessment in the classroom.
Research question 2: What tools are used for formative assessment by EFL teachers?
To measure teachers’ practices of formative assessment in the classroom, specifically, the frequency on how often formative assessment tools were used by teachers in the classroom, the 24 items questionnaire was used. This instrument was described in section 3.4.1 of chapter 3. Participants were selected their answers by marking a scale of individual item, ranging from frequently to never.
Teachers’ practices of formative assessment were analyzed by Descriptive Statistic Test and One Sample t- Test. First of all, the descriptive statistics test was run to find out the average level of teachers’ practices of formative assessment. The results of the Descriptive Statistic Test were shown in Table 4.4. N Min. Max Mean