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Teachers’ Perception and Practice of Formative Assessment: Challenges in Implementing Formative Assessment in Kabul Primary Schools
Karlstad University, Faculty of Arts and Social Sciences (starting 2013).
2013 (English)Independent thesis Advanced level (degree of Master (One Year)), 40 credits / 60 HE creditsStudent thesis
Abstract [en]

Earlier research shows that teachers rarely use formative assessment in every stage of primary, secondary and high school in Afghanistan. Hence, it was needed to understand how teachers perceive and practice formative assessment and in particular, what are the challenges in implementing formative assessment in Afghanistan educational context.

This enquiry was designed as a quantitative study. The study resorts to self-completed questionnaire and structured observation as research tools.

The initial findings of this enquiry indicate that teachers mostly use summative assessment, which tends to summarize student learning at two specific times of the year and measure student learning through grades and ranks. However, findings depict that within current assessment process there are indications, methods, and strategies, which teachers link to formative assessment and use them in order to improve learning among students. The findings show that final/midterm exams are a second top priority in teachers’ point of view, while the necessity of student self-assessment, peer-assessment, and class test considered being low priorities for respondents. Teachers would have no time to adapt their teaching method if the overall results are not satisfactory. Considering the end-year exam results, the issue of how teachers adapt their teaching is therefore problematic. The findings show that the majority of teachers believe that students experience stress during the final exam, as they have to study hard and prepare. The overall findings show that teachers use mostly summative type of assessment. However, to some extent they are familiar with elements of formative assessments but do not use them properly or never use them in classroom. The low implementation of formative assessment is indirectly linked with the problems as stated in the discussion part and directly with top-down management decision, which limits teachers’ decision in applying formative assessment. It is also worth mentioning that lack of assessment literacy could be one of the factors, which reduces the quality of assessment, as teachers do not know how to properly use formative assessment within classroom context.

Place, publisher, year, edition, pages
2013.
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:kau:diva-32130OAI: oai:DiVA.org:kau-32130DiVA: diva2:718797
Subject / course
Applied Pedagogy
Educational program
Master of Education and Didactics (60/120 credits)
Supervisors
Examiners
Available from: 2014-05-22 Created: 2014-05-22 Last updated: 2014-05-23Bibliographically approved

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