Voices from the Classroom: Exploring the Secondary School Teachers’ Perception Towards Formative Assessment Practices

Bikshyatsib Sardar; Sarat Kumar Rout

doi:10.36948/ijfmr.2024.v06i02.17110

Voices from the Classroom: Exploring the Secondary School Teachers’ Perception Towards Formative Assessment Practices

Author(s)	Bikshyatsib Sardar, Sarat Kumar Rout
Country	India
Abstract	The present study focuses on exploring the teacher’s perception about formative assessment practices at secondary school. For this study investigator purposively selected 39 participants for study form 23 secondary schools of Mayurbhanj district. The study employed semi-structured interviews schedule for data collection. Collected data were analysed by content analysis and presented by thick descriptions. The study revealed that most of teachers have been four categories of formative assessment strategies have been used by the teachers such as Periodic Paper-Pencil Test, Multiple Assessment Practice, Portfolio Assessment and Subject Enrichment Activities. Further study found most of the teachers were satisfy with the infrastructural facilities of the school. Most of the teachers perceive that students are benefited in their achievements, actively participating in classroom discussion, aroused their interest for better understanding of the concept, able to know their strengths and weakness, fearless for exam and get opportunity to learn again by formative assessment. However most of them not satisfy with in-service training and parent supports for conducting formative assessment practices. Most of the teachers face problems like; absence of remedial teaching, student’s absenteeism in test or classroom, managing time to complete course, language barrier, low economic background of students, and lack of in-service training to teachers. It is suggested that, short term courses, workshops, seminars and, other necessary in-service training activities should be organized by the concern authority for professional development of teachers in formative assessment strategies. Therefore teachers will effectively implement the formative assessment practices in secondary schools.
Keywords	Formative Assessment Practices, Secondary School Teacher, Perception
Field	Sociology > Education
Published In	Volume 6, Issue 2, March-April 2024
Published On	2024-04-14
Cite This	Voices from the Classroom: Exploring the Secondary School Teachers’ Perception Towards Formative Assessment Practices - Bikshyatsib Sardar, Sarat Kumar Rout - IJFMR Volume 6, Issue 2, March-April 2024. DOI 10.36948/ijfmr.2024.v06i02.17110
DOI	https://doi.org/10.36948/ijfmr.2024.v06i02.17110
Short DOI	https://doi.org/gtqxsb

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Voices from the Classroom: Exploring the Secondary School Teachers’ Perception Towards Formative Assessment Practices

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