Examples Of Formative Assessment

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Chapter 5: CONCLUSIONS AND RECOMMENDATIONS
This chapter will draw out summary of the results, highlight limitations of the study, and suggest recommendations.
5.1. Summary of the results:
The major results of this study were represented as follows:
In term of teachers’ beliefs of using formative assessment in the classroom, it can be apparent that English teachers have positive attitudes towards formative assessment. They believe that the basics of formative assessment such as feedback, sharing learning goals, questioning and self-peer assessment should be applied in their classrooms. Moreover, among 4 basic principles of formative assessment, teachers favored questioning most. In addition to this, all teachers are aware of the value of formative assessment for both themselves and their students.
For teachers’ practices of formative assessment, English teachers cannot use formative assessment practices in their classes very often and effectively. They tend to have a preference for performance-based assessment tools rather than product-based ones. In addition, there are many reasons mentioned why teachers did not implement formative assessment frequently. First, most of the teachers have crowded classrooms. There sometimes can be up to 40 students in a class, which makes the use of formative assessment very hard to implement. Another reason for not using formative assessment is that the teachers have a heavy workload. These issues make it difficult for English teachers to
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