This study employed the Systematic Review (SR) methodology to examine the content and reasons for resisting the implementation of Continuous Assessment Learning Activities (CALA) in Zimbabwean Secondary schools. The Overcoming Resistance to Change (ORC) model was exploited as the analytical lenses. The study found that factors such as education,…

Formative assessment is a crucial aspect of teaching and learning in the classroom, but there is evidence that there has been a lack of effective implementation of formative assessment in practice. In response, this article outlines the design and development of a formative assessment framework that can be implemented as a consistent whole-school…

This paper aims at exploring the issues related to implementing a formative assessment model namely School-Based Assessment (SBA) at secondary schools in Bangladesh. A qualitative study employing interviews with English teachers of grade 8 and the head teachers and FGDs with students from twelve secondary schools was conducted. Moreover, field…

We investigated the promise of a novel approach to formative writing assessment at scale that involved an automated writing evaluation (AWE) system called MI Write. Specifically, we investigated elementary teachers' perceptions and implementation of MI Write and changes in students' writing performance in three genres from Fall to Spring…

The purpose of this qualitative study was to determine if teacher perceptions of dyslexia accommodations affect the proper implementation of accommodations in the testing process with a focus on formative and summative assessments. The following research question and sub-questions guided the study: What are the perceptions of teachers regarding…

The continual and swift reforms the education system in Kosovo has endured in the recent decade have continuously challenged the teaching staff. The aim of this study is to ascertain whether there is a connection between the teachers' attitudes towards formative assessment and the application of this assessment method. The alternative hypothesis…

This study aimed to identify teachers' perceived challenges in implementing assessment-as-learning (AaL) in classrooms, and evaluate the impact of a one-year professional development programme (PDP) designed for 47 teachers in a Hong Kong primary school to promote AaL implementation. Findings showed that the PDP increased the frequency and…

This study gathered information from practitioners on their perspectives of experiences implementing the North Carolina Kindergarten Entry Assessment (NC KEA). Initially, practitioners were invited to complete an online survey asking them to rate or provide information about several aspects related to implementing the assessment process. In total,…

Despite the widely acknowledged pro-learning function of formative assessment and its wide adoption around the globe, the gaps between policy intention, interpretation and implementation remain a problem to be solved. While this problem is noted universally, it could be particularly serious in China, where Confucian Heritage Culture is deeply…

Teacher effectiveness has a powerful impact on student performance and a teacher evaluation process that supports professional growth can be a key lever for improving teaching quality. The purpose of this study was to examine teacher perspectives on the use of the Australian Professional Standards for Teachers, when used as part of their…

A key strategy to ensure learning is progressing is to integrate formative assessments into the instruction. This study focused on two areas related to formative assessments: the implementation and impact of formative assessments. Specifically, this study explored the perceptions of elementary, middle school, junior high, and high school teachers…

The recent focus on AfL has shifted from defining its scope and extent to understanding its implementation, and research has revealed AfL implementation to be complex and contested. AfL implementation is especially challenging in national contexts that emphasise high stakes examination performance and grades. One such example is the nation state…

The nature and effects of PBLA were investigated. I examined LINC program evaluations, government-solicited assessment reports, PBLA research, and other PBLA-related documents. I discuss the features of PBLA and its reported effects on language outcomes and teacher and student attitudes. I found that the government did not provide a rationale for…

This study describes faculty perceptions of formative assessment and the influence their perceptions have on implementation practices. Assessment is often misunderstood and too often becomes an afterthought in the teaching process. Measuring curricular success by overall student outcomes means instructional and assessment methods have a…

This paper reports a study into the development of staff understanding of assessment and assessment practice. Eight teachers from two universities constructed an initial concept map about assessment that was discussed in a one-to-one semi-structured interview. A year later, a new map was created and the interview focused on change in thinking and…