The research was conducted in one of the intellectual schools of Nazarbayev, which uses formative assessment as an important tool for measuring students' learning performance. Moreover, there is another benefit of formative assessment that is related to motivating and increasing students' self-confidence in learning. That is why formative assessment is defined as assessment for learning, because it can have an impact on the students.
Background of the problem
Finally, there is another important feature of formative assessment compared to the traditional five-scale model. On the contrary, teacher feedback is more important because it guides students' learning process and identifies areas for improvement.
Problem statement
Finally, the empirical study aims to investigate NIS teachers' perceptions regarding the effectiveness of formative assessment. This study contributes to existing research on the implementation of formative assessment in Kazakhstani context. Exploring formative assessment as a tool for learning: students' experiences of different methods of formative assessment.
The purpose of the study is to explore the challenges of implementing formative assessment at your school.
Purpose of the study
Research questions
What are the main reasons behind the challenges teachers experience when using formative assessment in NIS.
Research Design
Significance and contribution of the study
The problems and issues related to the implementation and development of formative assessment practices have been studied and reflected in international studies. Therefore, the importance of research is very important, as being aware of challenges in the application of formative assessment gives a chance to adapt and use it more effectively in the future. The empirical study can also contribute to the further implementation of formative assessment in mainstream schools, since being aware of main challenges and their causes, schools can receive better professional guidance and support from NIS.
Literature review
- Conceptualization of Educational Assessment
- Effectiveness of formative assessment
- Challenges of implementing formative assessment
- Teacher knowledge and skills
- Teachers attitudes and perceptions towards formative assessment
- Provision of quality feedback
- Student knowledge and attitude
- Other challenges of formative assessment
- Educational Assessment in Kazakhstani Context
- Summary
According to McMillan (2014), formative assessment is a way of evaluating student progress during instruction to decide on further actions. It is important to know what factors can affect the implementation of formative assessment and hinder its effective use. As has already been said, one of the main features of formative assessment is that it ensures student learning.
Otherwise, teachers will not be able to use formative assessment correctly and effectively to comment on student performance. In formative assessment, students are supposed to take an active position to move their own learning forward. The study conducted by Heitink et al. 2015) defined "a student" as key factor for the implementation of formative assessment.
Based on the study review, it was found that students' ability to effectively use self- and peer-assessment is crucial for the effective implementation of the formative assessment model (Heitink et al, . 2015). Thus, according to the results presented, the role of students in implementing formative assessment is as important as that of teachers. Therefore, paying insufficient attention to shaping students' understanding and philosophy may hinder the implementation of formative assessment in general.
This can be explained by the fact that self-assessment and peer assessment are key features of formative assessment.
Methodology
- Research Design
- Research Site
- Participants
- Interview
- Procedures
- Data Analysis
- Ethical Issues
Teachers have been using formative assessment as a main teaching and assessment tool since the opening of the school in 2013. Thus, according to Cohen, Manion and Morrison (2007) "the order of the interview can be controlled while still allowing room for spontaneity, and the interviewer can press not only for complete answers, but also for answers about complex and deep issues" (p.113). After obtaining the approval and teachers' contact details from the gatekeeper, research participants were given an e -mail sent with an offer to participate in the study.
Cresswell (2014) defines coding as “the process of segmenting and labeling text to form descriptions and broad themes in the data.” Coding was thus used to interpret and analyze the data received to reveal broader themes in line with the research questions of the study. From the outset, the research project was conducted in accordance with ethical principles and standards.
They were given information about the duration of the study, the nature of the research and what exactly was required of their participation. The introductory letter and participant consent form consisted of information related to the purpose of the study, confidentiality statement. If the participant did not want to answer any of the questions during the interview, he/she could say so and the interviewer moved on to the next question.
Participants in the study were assured that the information from the interview would not be used for any other purposes and that no more would be recorded than required.
Findings
- Demographics
- Teachers’ perceptions towards formative assessment
- Difficulties and challenges of implementing formative assessment
- Generating tasks and classroom activities to assess students
- Provision of constructive feedback
- Students’ ability to assess themselves and peers
- Time-consuming assessment
- Improvement of current assessment practice
- Professional development
- Collaborative work of teachers
- Summary
Formative assessment has been used at Nazarbayev Intellectual School (NIS) as the main assessment model, as it is considered one of the most effective teaching methods. Therefore, with the study we wanted to find out whether teachers' personal attitudes towards formative assessment are quite positive or negative. The main positive features of formative assessment, which the teachers pointed out, are therefore clear criteria and constructive feedback.
Thus, reflecting back on their learning stories, teachers emphasized the difference between formative assessment and the traditional 5-step assessment model. Data provided by novice teachers show that they perceive formative assessment as a very effective tool. This success situation created in formative assessment allows students to know how they can improve.
Another positive feature of formative assessment mentioned by experienced teachers is that it is "informative". Both groups of teachers shared their opinions about formative assessment and said that it is an effective. Another important component of formative assessment is providing students with feedback that facilitates their learning.
The study showed that challenges teachers have in using formative assessment depend to some extent on years of experience and prior knowledge. However, the data did not reveal any significant subject-specific problems with regard to formative assessment. This shows that teachers may need training on some more advanced techniques to use formative assessment.
Discussion
Challenges of implementing formative assessment and reasons behind them
It is therefore not surprising that teachers find this element of formative assessment difficult, as teachers most likely need more practice and appropriate training to improve their ability to provide constructive feedback. Participants in this research pointed out some students' misunderstanding of their own role in classroom assessment. They argue that formative assessment requires students to have skills such as autonomy and responsibility, which can be fostered through a positive attitude and active involvement of students in the learning process (Heitink et al., 2015).
The participants said that formative assessment is a very time-consuming instrument that requires them to spend a large part of their time on it both in and out of class. This is associated with such features of formative assessment as providing feedback, creating assessment criteria and classroom activities. This problem was highlighted only by experienced teachers who could compare formative assessment with previous traditional system.
Instead, it seems more like an interference of their previous experience in assessment which may refer to the fact that formative assessment is much more complex and demanding than traditional 5-point scale assessment. The same limitation of formative assessment was highlighted in the study conducted by Wei (2010) who described it as a feature of formative assessment that can hinder its effectiveness. Overall, the major issues that emerged from this research replicate the findings of previous studies regarding the challenging aspects of implementing formative assessment.
This is consistent with Benett (2011) who stated that the average teacher does not have sufficient knowledge to use formative assessment effectively.
Teachers’ perceptions towards effectiveness of formative assessment
In other words, in order to achieve positive results, it is important to consider the professional preparation of teachers and to provide support and guidance throughout the entire implementation process. pointed out the impact of grades on raising students' motivation in traditional assessment. It is therefore clear why they may not be as confident as inexperienced teachers who have only used formative assessment since the beginning of their careers. In general, teachers in the model school have a positive attitude towards the effectiveness of formative assessment, which makes it possible to overcome their resistance to using it as the main one.
It can be assumed that having such perspectives will positively affect the implementation of formative assessment in an exemplary school, as according to Heitink et al. 2005) teachers' beliefs and attitudes are critical to positive outcomes in using assessment for learning.
Suggestions to improve formative assessment practice in a sample school
Conclusion
Limitations
Another limitation is related to the fact that the analysis of the findings does not enable the determination of the challenges of implementing formative assessment for specific subjects. This may not affect the results much, however some existing research on formative assessment showed different perspectives in the responses of male and female teachers making it an important aspect to consider. As there is limited research on the challenges of formative assessment in NIS, it is clear that further research will be required to validate the findings of my study, which will make them more relevant to other schools.
In addition, further studies should address gender differences, including equal numbers of males and females, and should aim to reveal some subject-specific issues in the use of formative assessment. The findings of the study can also be used by teachers to see the bigger picture of formative assessment practice and facilitate teacher engagement. What do you think should be done to improve the current practice of formative assessment in your school?
DESCRIPTION: I invite you to participate in my research study, which is about exploring the challenges of implementing formative assessment in one place. The benefits that can reasonably be expected from this study are that you as a participant will have the opportunity to share your experiences of formative assessment to further improve current assessment practices at your school. I think it is a very effective tool when both the teacher and the student understand the purpose of this assessment.
Formative assessment is useful because it allows students to not really focus on the grade the student gets, but more on how he or she can improve his answer, for example. I think I would like to attend classes with people who do formative assessment, like real formative assessment. Do you think some teachers will not use formative assessment because of the challenges they face?
Recommendations for Further research
Research Implications
