The role of a professional development program in improving primary teachers’ formative assessment literacy

Ziqi LI, Zi YAN, Kinnie Kin Yee CHAN, Ying ZHAN, Wu Yuan GUO

Research output: Contribution to journalArticlespeer-review

Abstract

Successful implementation of formative assessment in classrooms relies on teachers’ formative assessment literacy, which is typically supported by professional development programs. This study reports on the impact of a professional development program on a group of in-service primary teachers in Hong Kong. The authors investigated the effectiveness of the program in developing teachers’ formative assessment literacy and how far the program assisted them in addressing the challenges they faced when implementing formative assessment in classrooms. With a mixed-method design, quantitative data were collected with a pre- and post-program survey (N = 27); qualitative data were collected with open-ended survey questions and a focus group with six participating teachers. The results provide evidence of the program’s success in developing teachers’ formative assessment literacy and equipping them with the necessary skills to address the challenges in implementation. The features of professional learning communities embedded in the program contributed to the positive impact of the program. Copyright © 2023 Teacher Development.

Original languageEnglish
Pages (from-to)447-467
JournalTeacher Development
Volume27
Issue number4
Early online dateJun 2023
DOIs
Publication statusPublished - 2023

Citation

Li, Z., Yan, Z., Chan, K. K. Y., Zhan, Y., & Guo, W. Y. (2023). The role of a professional development program in improving primary teachers’ formative assessment literacy. Teacher Development, 27(4), 447-467. https://doi.org/10.1080/13664530.2023.2223595

Keywords

  • Formative assessment
  • Assessment literacy
  • Professional development
  • Professional learning community

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