ERIC Number: EJ1056757
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
An Exploration of Teachers' Narratives: What Are the Facilitators and Constraints Which Promote or Inhibit "Good" Formative Assessment Practices in Schools?
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.
Descriptors: Formative Evaluation, Performance Factors, Barriers, Educational Practices, Best Practices, Qualitative Research, Accountability, School Culture, Collegiality, Leadership Effectiveness, Governance, Educational Policy, Elementary School Teachers, Middle School Teachers, Vignettes, Ownership, Semi Structured Interviews, Teacher Attitudes, Foreign Countries
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Middle Schools; Secondary Education; Junior High Schools
Authoring Institution: N/A
Identifiers - Location: United Kingdom
Grant or Contract Numbers: N/A