An investigation into classroom teachers' perceptions of the value of assessment for formative purposes in secondary schools in Solomon Islands
Year: 2009
Type: dissertation
Abstract: A key purpose of this qualitative study was to gain an understanding of classroom\nteachers' perceptions of the value and impact of formative assessment in\nsecondary schools in Solomon Islands. The process of data collection included\ninitial interviews with five classroom teachers selected from four secondary\nschools in Honiara, Solomon Islands. The interviews were conducted using semistructured\ninterviews with each of the teachers and ended with a focus group\nconversation. The findings of this study indicated that formative assessment, as a\nclassroom strategy, does have a place in secondary schools in Solomon Islands.\nAssessment for learning (AfL) is currently employed by these teachers, but the\nform of formative assessment as reported being used in Solomon Islands\nsecondary school classrooms is limited by policies, systems and methods\nemployed by schools.\nThis study suggests that if classroom teachers are to become effective 'mediators\nof learning' they must have a better theoretical understanding of social\nconstructivism and metacognition. Otherwise, assessment will always sit outside\nthe process of learning, and classroom teachers and learners will always play\ntraditional rather than contemporary roles in the learning and teaching (and\nassessment) process. For improvements to be made in areas highlighted in this\nstudy, focus must be on teacher knowledge and ability and the policies and\npractices of schools. Unless teachers, students, parents and policymakers see and\nvalue the potential of formative assessment, it will continue to be underemphasized,\nunder-valued and under-used.
Author: Nathan Douglas Walani
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
Funder: University of Waikato
OpenAlex ID: W117591373