They're learning, I'm learning, everybody is learning: the design and use of a questionnaire to deepen an appreciation of the role of formative assessment in primary teaching

Brown, Simon

They're learning, I'm learning, everybody is learning: the design and use of a questionnaire to deepen an appreciation of the role of formative assessment in primary teaching

Thesis / Dissertation

2005

Publisher

University of Cape Town

Department

School of Education

Faculty

Faculty of Humanities

Abstract

Researchers and practitioners are increasingly recognizing the contribution that formative assessment can make to learning. It is largely based on Black & Wiliam's (1998) meta-analysis, which provided evidence that strengthening the practice of formative assessment raised standards and produced significant learning gains. Whether strategies are carried through into classrooms is, however, less certain. In trying to establish how teachers' use assessment for learning, researchers have drawn on findings from questionnaires or interviews and/or classroom observations but, have usually only been able to describe what teachers say they do. With this problem in mind, the researcher set out to design a questionnaire that would allow them to demonstrate and comment on their current assessment practice. Implicit in this was also a desire to help teachers grow professionally. The sample involved in the development of the questionnaire included six primary schools, fifteen Grade 6 teachers and two professional development teacher educators. During stage one, interviews were carried out with five teachers to familiarise the researcher with common approaches to assessment in schools. Findings enabled the categorisation of ways that assessment is carried out and perceived and, recognised the need to provide teachers with an opportunity to clarify the relevant concepts for themselves. What emerged was a need for some professional development and as a result, the focus grew to explore ways of informing teachers about using formative assessment for learning. A questionnaire was then constructed and piloted (stage two). Feedback from teachers revealed that the questions had made them consider their own practice and realise the potential of using assessment formatively. It also helped to confim1 questions, identify limitations and aid the re-design. The testing stage (stage three) helped to interpret findings, inform decisions, consider effectiveness and where required, justify formative recommendations for the next design. Finally, during stage four, two specialists evaluated the questionnaire. Their feedback served to validate and strengthen the design and establish credibility and confidence in the instrument. They were also able to advise further lines of inquiry and opportunities for extending the research.