A Structural Understanding of Formative Assessment: Predictor, Intention, and Practice

The proposed study will explore teachers’ intentions and practices regarding formative assessment as well as the factors that influence their intentions and practices. Personal factors—such as attitudes, subjective norms, and self-efficacy, as specified in the Theory of Planned Behaviour (TPB) (Ajzen, 1991)—and contextual factors will be used as predictors. This represents an important attempt to conceptualize teachers’ formative assessment practices holistically taking into consideration multiple influences on teaching practice. Students’ reactions, such as attitude and perceived usefulness, will also be investigated in accordance with teachers’ strategies. This research, therefore, moves beyond the documentation of individual cases in order to locate formative assessment in a broader theoretical framework.

Funding Source: RGC - General Research Fund (GRF)