Teachers' perceptions of their roles and their students' roles in the formative assessment process

Rita Shuk Yin BERRY

Research output: Contribution to conferencePapers

Abstract

It is widely accepted that assessment has a link with learning. One key factor in the link is formative assessment. Formative assessment is generally defined as taking place during a course with the express purpose of improving pupil learning. However, there is still considerable disagreement over the roles of teachers and pupils in this process (Torrance & Pryor 1998, p.8). It is therefore very important to understand how teachers perceive their roles and their pupils' roles in the formative assessment events. This paper will report on an investigation into teachers' perceptions of their roles and their pupils' roles in the formative assessment process. The investigation, which involved over 1000 teachers from 35 primary and secondary schools in Hong Kong, invited teachers to show their views by completing a questionnaire. To supplement the data collected from the questionnaire survey, a sample number of teachers were interviewed. Discussion will be focused on a comparison of the findings with the current literature, leading to some implications for the roles of teachers and pupils in the formative assessment process.
Original languageEnglish
Publication statusPublished - 2004

Citation

Berry, R. (2004, November). Teachers' perceptions of their roles and their students' roles in the formative assessment process. Paper presented at the Australian Association for Research in Education (AARE) Conference, Melbourne, Australia.

Keywords

  • Theory and Practice of Teaching and Learning

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