Teachers’ Perceptions of Formative Assessment and Academic Growth

Condict, Glenda Johns

Teachers’ Perceptions of Formative Assessment and Academic Growth

Publique Deposited

A key strategy to ensure learning is progressing is to integrate formative assessments into the instruction. This study focused on two areas related to formative assessments: the implementation and impact of formative assessments. Specifically, this study explored the perceptions of elementary, middle school, junior high, and high school teachers regarding the implementation and impact of formative assessments. The need for a valid and reliable survey became clear; therefore, much time, effort, and focus went into developing a survey instrument, testing the instrument in pilot settings, and then revising it to ensure the final study would garner results worthy of making predictions and descriptive statements regarding the sample population as well as the educational community at large. The sample population consisted of certified teachers, noncertified teachers and administrators in elementary, middle, junior high, and high schools within the Southwest region of Missouri. Respondents were overall favorable to both scales on the survey—implementation and impact of formative assessments. The results would point to teachers being open to the implementation of formative assessments and ready for the impact of formative assessments. Necessary for these results was professional development of formative assessments and administrative support of the implementation of formative assessments. Data analysis revealed that the number of years taught and the grade level taught made a difference in teacher perceptions. Teacher interviews were conducted after the final teacher survey was administrated for additional insight. Further study is recommended into how formative assessments can impact the academic achievement of students and a desire of life-long learning.

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