Decoding Teachers' Dilemma: Unveiling the Real Obstacles to Implementing Formative Assessment in the Classroom
DOI:
https://doi.org/10.14689/enad.41.2062Keywords:
Formative assessment, assessment for learning, assessment policy, teacher professional developmentAbstract
This study aims to explore the barriers that prevent teachers from frequently and effectively using formative assessment approaches in classroom practices. The study employs a phenomenological design, as it seeks to reveal the current state of formsative assessment practices in classrooms based on teachers' experiences and perspectives. The group consists of 24 teachers selected through purposive sampling. Data were collected through semi-structured interview forms. Thematic analysis was employed to analyze the qualitative data. The findings indicate that teachers use formative assessments to monitor student progress, improve the instructional process, provide feedback, and identify learning deficiencies. However, factors such as large class sizes, time constraints, an overloaded curriculum, student diversity, outcome-oriented educational programs, and lack of technological infrastructure hinder the effective use of formative assessment.While some of the challenges are organizational, teachers can overcome these barriers through individual efforts such as conducting research, utilizing educational technologies, attending in-service training, and continuously updating their knowledge. It is recommended that teachers, in general, receive training in measurement and evaluation, with a particular focus on formative evaluation.
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