Investigating high school science teachers’ readiness for implementing formative assessment practices

Khalid A. Kariri; William W. Cobern; Adam A. Al Sultan

doi:10.29333/ejmste/12589

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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.

Keywords

formative assessment
science teachers
readiness
high school

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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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Article Downloads: 1154

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How to cite this article

APA

Kariri, K. A., Cobern, W. W., & Al Sultan, A. A. (2022). Investigating high school science teachers’ readiness for implementing formative assessment practices. Eurasia Journal of Mathematics, Science and Technology Education, 18(12), em2188. https://doi.org/10.29333/ejmste/12589

Vancouver

Kariri KA, Cobern WW, Al Sultan AA. Investigating high school science teachers’ readiness for implementing formative assessment practices. EURASIA J Math Sci Tech Ed. 2022;18(12):em2188. https://doi.org/10.29333/ejmste/12589

AMA

Kariri KA, Cobern WW, Al Sultan AA. Investigating high school science teachers’ readiness for implementing formative assessment practices. EURASIA J Math Sci Tech Ed. 2022;18(12), em2188. https://doi.org/10.29333/ejmste/12589

Chicago

Kariri, Khalid A., William W. Cobern, and Adam A. Al Sultan. "Investigating high school science teachers’ readiness for implementing formative assessment practices". Eurasia Journal of Mathematics, Science and Technology Education 2022 18 no. 12 (2022): em2188. https://doi.org/10.29333/ejmste/12589

Harvard

Kariri, K. A., Cobern, W. W., and Al Sultan, A. A. (2022). Investigating high school science teachers’ readiness for implementing formative assessment practices. Eurasia Journal of Mathematics, Science and Technology Education, 18(12), em2188. https://doi.org/10.29333/ejmste/12589

MLA

Kariri, Khalid A. et al. "Investigating high school science teachers’ readiness for implementing formative assessment practices". Eurasia Journal of Mathematics, Science and Technology Education, vol. 18, no. 12, 2022, em2188. https://doi.org/10.29333/ejmste/12589