Abstract
Formative assessment has been heralded as germane to effective teaching and learning. However, despite an increasing trend of a pedagogical shift from behaviourism to constructivism, teachers’ classroom assessment strategies have remained largely traditional and summative. This mixed-methods study explored how formative assessment may be more effectively infused into the teaching of English in Jamaican secondary schools. Data generated through cases studies of secondary school teachers from the 5 types of secondary schools in Jamaica were analyzed using ANCOVA and the general inductive approach. Results showed that secondary school teachers predominantly used traditional assessment tools and strategies and for summative purposes despite school type and rank. They also suggest that if formative assessment is to be effectively infused into the Language classroom, steps will have to be taken to encourage greater use of alternative assessment tools and strategies by classroom teachers and greatest consideration has to be given to assessment factors, specifically national and schools’ assessment policies. The findings have implications for teacher training institutions as well as school and national assessment policies.
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Assessment Language Education
