Teachers' Views On Conducting Formative Assessment Within Contemporary Classrooms

TEACHERS’ VIEWS ON CONDUCTING FORMATIVE ASSESSMENT WITHIN CONTEMPORARY CLASSROOMS
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Teachers’ Views on Conducting Formative Assessment within Contemporary Classrooms
Article Description
The authors of the article under scrutiny allege that classroom assessments are bound to differ from one educational jurisdiction to the other. The study therefore indicates that teachers are currently familiar with a broad array of formative assessment approaches that are utilized consistently within a class setting (Louis et al, 2010). This study therefore seeks to conduct a critique on the article, “Teachers’ understandings on conducting formative assessment within contemporary classrooms.”
Purpose and Research Methods
The primary purpose of the research as established in the provided article remains in understanding the manner in which formative and summative assessment methods and practices can be utilized by teachers in order to directly impact students learning and achievement. The study therefore supports the use of formative assessment methods such as peer assessments, questioning methods, feedbacks without the provision of grades, self-assessments, and the use of formative summative assessments in enhancing the speeds of children’s learning (Louis et al, 2010). In order to broaden and expand the current research on formative assessment methods and practices, group educators were interviewed on their self-perceptions and skills on formative assessments.
The interviews contained a series of questions that primarily focused on the utilization and skills of educators in using the formative assessment methods that are associated with the improvement of students learning and achievements. The participants in the study were selected through the use of a mixture of purposive and convenient sampling method across two school districts. In this regard, the primary analytic objectiv...