Investigating high school science teachers’ readiness for implementing formative assessment practices
Khalid A. Kariri 1 * , William W. Cobern 2, Adam A. Al Sultan 1
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1 Imam Abdulrahman Bin Faisal University, Dammam, SAUDI ARABIA2 Western Michigan University, Kalamazoo, MI, USA* Corresponding Author

Abstract

Formative assessment is used to link teaching and learning in the classroom. It provides feedback on ways to improve student performance by matching educational goals with instructional practices. The purpose of this study was to investigate Saudi science teachers’ readiness to implement formative assessment. The participants included 11 male high school science teachers. This study involved a qualitative, phenomenological research design. Science teachers were shown examples of teachers using formative assessment techniques in the form of vignettes and were asked if they have used or will use such techniques in their classrooms. The findings provide information on the readiness of science teachers to adopt formative assessment. Results show that only three had used formative assessment, indicating that teachers need more preparation for using formative assessment. The findings of this study are helpful for Arabic language countries and countries that tend to have rigid curricula.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, 2022, Volume 18, Issue 12, Article No: em2188

https://doi.org/10.29333/ejmste/12589

Publication date: 28 Oct 2022

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