Bridging the Gap: Aligning Teachers' Beliefs and Practices in Formative Assessment

Abstract

This study aims to examine the attitudes and practices of primary school teachers towards formative assessment, with a focus on identifying demographic influences. A quantitative approach was used with the sample of 400 teachers from 16 public and private primary schools in Lahore, Pakistan. The research questions addressed the impact of demographic variables such as gender, qualification, institute type and teaching experience on teachers’ attitudes and practices towards formative assessment. Two instruments, namely “Teachers Attitudes towards Formative Assessment” and Teachers’ Perceived Practices towards Formative Assessment, were used to measure the constructs. The results showed generally positive attitude towards formative assessment among teachers, emphasizing their role in guiding student learning and improving teaching strategies. However, challenges such as insufficient training and time constraints for implementation were identified. Teachers’ perceived practices findings showed teachers applied some aspects consistently as compared to others. Gender and institution type findings showed significant impact of attitudes and practices, suggesting the importance of tailored support and professional development initiatives. These findings showed the need for comprehensive assessment policies and targeted interventions to promote effective formative assessment practices in primary education, ultimately enhancing student learning outcomes and fostering a culture of continuous improvement in teaching and learning process.