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ERIC Number: EJ1056757
Record Type: Journal
Publication Date: 2015
Pages: 14
Abstractor: As Provided
Reference Count: 41
ISSN: ISSN-0300-4279
An Exploration of Teachers' Narratives: What Are the Facilitators and Constraints Which Promote or Inhibit "Good" Formative Assessment Practices in Schools?
Sach, Elizabeth
Education 3-13, v43 n3 p322-335 2015
This paper set out to explore teachers' narratives in order to understand some of the facilitators and constraints which promote or inhibit good formative assessment practices in schools. A "responsive interview" approach was used to probe a small sample of lower and middle school teachers' perceptions of formative assessment. Qualitative thematic analysis of data identified four key themes which had important implications for pedagogical practice. These were: prescription and ownership; accountability; school context, culture and collaboration; and leadership and management. Evidence from this study suggests that, while teachers may recognise the value of formative assessment in promoting learning, conflicts and tensions between government policies and school practices may inhibit its effectiveness.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Middle Schools; Secondary Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom