Abstract:
Formative assessment is strongly believed to have a potential to improve learning, hence current education policies worldwide encourage its integration into teaching and learning. This study, therefore, sought to find out how teachers apply formative assessment on curriculum delivery at selected secondary schools in Leribe. Data for the study were collected using qualitative approach in which a case study design was employed. Teachers participated in the study through focus group interviews and classroom observations. Document analysis was used to generate data from learners’ scripts and classwork books, teachers’ record books and preparation books to complement data from interviews. Data were analysed through Interpretative Phenomenological Ananlysis (IPA).
The findings reveal that teacher preparation for using formative assessment as underpinned by the Ministry of Education’s 2009 Curriculum and Assessment Policy was inadequate due to insufficient training. Therefore, teachers lack understanding of formative assessment, and as a result, they use it ineffectively in teaching and learning. The findings further indicate that teachers’ application of formative assessment is highly affected by the examination-oriented culture of the country which is based on summative assessment.
The study therefore concludes that formative assessment is ineffectively applied by secondary school teachers due to limited understanding which results from inadequate training, high pupils-teacher ratio, and pressure put on teachers by examinations to cover the curriculum and to ensure that learners achieve better grades. The study therefore recommends more relevant pre-service and in-service training on the application of formative assessment. MOET should ensure that NCDC and ECoL work together and come up with one goal to avoid conflicting assessment expectations.
