Asia-Pacific Forum on Science Learning and Teaching, Volume 17, Issue 2, Article 12 (Dec., 2016) Renuka V. SATHASIVAM and Esther G.S. DANIEL Tale of two science teachers’ formative assessment practices in a similar school environment Contents Next

Tale of two science teachers’ formative assessment practices in a similar school environment

 

¹Renuka V. SATHASIVAM and ²Esther G.S. DANIEL

Department of Mathematics and Science Education, University of Malaya, Kuala Lumpur, MALAYSIA

¹E-mail: renukasivam@um.edu.my
²E-mail: esther@um.edu.my

Received 13 Sep., 2016
Revised 19 Dec., 2016

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Contents

• Abstract
• Introduction
• Literature review
• Methodology
  • School Environment
  • The Data Collection
  • Data analysis
• Results
  • Assessment
  • Feedback
• Discussion
• Conclusion
• References

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Abstract

There is an accumulating research base that supports the effectiveness of formative assessment practices in enhancing the quality of educational outcomes, yet research findings seem to indicate sluggish implementation of these formative assessment strategies in the classrooms. Many factors influence teachers’ formative assessment practices including the school environment. A school environment can be broadly characterized by its members, facilities and policies. They are external factors that can affect teachers’ practices. In this study, the extent of the influence of a school environment in influencing teachers’ formative assessment practices was investigated. Using a qualitative approach, the study examined how two teachers teaching in a similar school environment conducted their formative assessment practices. The findings revealed that the two teachers exhibited very different formative assessment practices. The implication is that perhaps having similar school environment may not be the only factor that influences teachers’ formative assessment practices. This study suggests that perhaps the bidirectional relationships between teachers and their environment play a more significant role in determining teachers’ practices.

Keywords: Environment, Formative Assessment, Science Teacher, Primary School