Teachers’ Perceptions on Factors Influence Adoption of Formative Assessment

Alotaibi, Khalid Abdullah

doi:10.5539/jel.v8n1p74

Cited by 18 publications

(14 citation statements)

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“…Previous studies on the perception of Saudi teachers on formative assessment necessitate a comparative review of the existing literature. According to Alotaibi (2019), Saudi Arabian teachers treat formative assessment as an unnecessary and counterproductive approach to grading learners. Specifically, the study revealed how Saudi Arabian teachers prefer the implementation of formative assessment as a group activity.…”

Section: Statement Of the Problemmentioning

confidence: 99%

“…A survey by Alotaibi (2019) explored the perception of teachers on specific factors that influence the adoption of formative assessment in Saudi Arabian schools. In particular, the study focused on 14 factors that influence the perception of teachers working within Riyadh province of Saudi Arabia.…”

Section: Teachers' Perspective In Saudi Arabiamentioning

confidence: 99%

“…For example, classroom crowdedness, teacher profile, and topic properties. Alotaibi, 2019;Al-Wassia et al, 2015) Many Saudi Arabian teachers treat formative assessment as an unnecessary counterproductive strategy for grading learners.…”

Section: Teachers' Perspective In Saudi Arabiamentioning

confidence: 99%

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Teachers’ Perception towards Formative Assessment in Saudi Universities’ Context: A Review of Literature

Alsubaiai¹

2021

ELT

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Formative assessment has received considerable attention among scholars around the world. In Saudi Arabia, formative assessment is perceived as a promising opportunity for improving learning outcomes. The review of literature presents formative assessment as a serious issue that can affect students’ outcomes. In particular, teachers’ perception is an important factor that determines their willingness to apply specific assessment strategies in class. According to the findings, formative assessment leads to positive student outcomes. Importantly, the overall perception towards formative is multi-factored. As such, a single factor cannot be blamed for teachers’ perception and attitude outcomes. Notably, teacher’ experience, education level, and other factors define their perception towards formative assessment. As such, any efforts to influence their perspective will have a significant positive outcome on their willingness to apply formative assessment. However, a further study is needed to quantify the significance of teachers’ perception in influencing their decision to apply formative or summative assessment. 

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Section: Statement Of the Problemmentioning

confidence: 99%

Section: Teachers' Perspective In Saudi Arabiamentioning

confidence: 99%

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Teachers’ Perception towards Formative Assessment in Saudi Universities’ Context: A Review of Literature

Alsubaiai¹

2021

ELT

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“…On the other hand, the summative assessment has to do with the formal evaluation aims at measuring how much learners know and decides the learners' completion of the course, Tessmer (1993;1994), O'Malley and Pierce ( 1996), Spafford, Pesce, and Grosser (1998), Black and Wiliam (1998), Boston (2002), Yorke (2003), Chappuis, Stiggins, Arter, and Chappuis (2004), Race (2009), Cauley and McMillan (2010). Recent and related studies in the Saudi EFL context have been done which confirmed the importance of and the advantages of formative assessment though such type of assessment not implemented more in Saudi classes, Kariri, Cobern and Bentz (2018), Alotaibi (2019).…”

Section: Formative and Summative Assessmentsmentioning

confidence: 90%

The Effective Role of Learners’ Self-Assessment Tasks in Enhancing Learning English as a Second Language

Qasem¹

2020

AWEJ

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Learners' Self-assessment is a supportive and learner facilitating task, as a genuine part of the learner-centered approach, and Task-Based Teaching. It highlights the importance of giving freedom to the learners and is impactful on learner performance. This study aimed at exploring the advantages of Learners' Self-Assessment Tasks (LSATs) by B.A. English-major students, University of Bisha. The data collected through a questionnaire and informal interviews with the students who experienced LSATs during their classes. The study indicated that LSATs create awareness and dynamic progress in enhancing the students' learning process. In the data procured, around 75% of participants found LSATs helpful for improving their English skills. It strengthens the factors related to a learner's skills, motivation, and engagement in the development of learning English as a Second Language (ESL). Learners were also able to achieve and receive constructive and indirect feedback. The results showed that LSATs fosters the students' autonomy in learning ESL. Few significant shortcomings of LSATs highlight that quite a few students' were hesitant to get involved and engage themselves in specific self-assessment tasks and activities; lack of the desired proficiency in ESL is and could be one of the few important reasons. Productive and successful self-assessment tasks can be aimed at following requisite guidelines, which this study shows and explores. For instance, teachers need to design LSATs well-tailored to the student proficiency and level of knowledge. The study concludes by giving suggestions and recommendations for further studies in this domain.

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“…Today, in order to have a fully effective teaching / learning process, the assessments need to include observation, perception, decision, and action when identifying prospects as the main goal. In this permanent process, it is not the final academic outcome that is of primary importance but rather the learning process itself, its reflection, deep consideration, and feedback to all participants of the educational process (Alotaibi, 2018). The result is the learner's personal and authentic progress.…”

Section: Introductionmentioning

confidence: 99%

Theoretical Preconditions for [a] Change in the Student Assessment System: Toward Good Practices

Volbikienė¹,

Vilkaitė-Vaitonė²,

Bubnys³

et al. 2020

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Student formal assessment is the core axis of the educational process that affects the whole teaching / learning activity, its quality, students’ success experience, their self-respect and self-esteem, and the perception of self-efficacy. By recognising prospects as the main learning objective and defining the outcome as personal and authentic learner progress, the assessment raises the need to pay a due attention to reflection, deep consideration, and feedback to all participants of the educational process. Against this background, doubts are started to be raised about appropriateness of the grade, currently being one of the most popular methods of the formal student assessment, leading to the scientific problem of this article. Over the last few decades, a shift in the assessment has been observed, from the focus exclusively on the end result to a stronger orientation toward the whole educational process, with an emphasis on motivating students to learn and strengthening their involvement in the educational process. These changes are illustrated by the Finnish good practice where, in an environment based on mutual trust and respect, and without questioning the importance and need for testing learners’ knowledge, abilities, and skills in the teaching / learning process, alternative assessment methods: portfolio assessment and learning conversations, are successfully used. To transfer examples of the good practice and adapt them to the national context, it seems reasonable to apply theories and models of change management. Achieving a targeted and effective change in the area of the assessment requires a process-focused approach to the change management.

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Teachers’ Perceptions on Factors Influence Adoption of Formative Assessment

Cited by 18 publications

References 50 publications

Teachers’ Perception towards Formative Assessment in Saudi Universities’ Context: A Review of Literature

Teachers’ Perception towards Formative Assessment in Saudi Universities’ Context: A Review of Literature

The Effective Role of Learners’ Self-Assessment Tasks in Enhancing Learning English as a Second Language

Theoretical Preconditions for [a] Change in the Student Assessment System: Toward Good Practices

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