Perceptions of Formative Assessment in Secondary Education: Beyond Teaching Styles

© Common Ground Research Networks, Armando Lozano Rodriguez, Katherina Gallardo, Claudia Selene Tapia Ruelas, Reyna Isabel Piza Gutierrez, All Rights Reserved. Permissions: cgscholar.com/cg_supportThis qualitative study of naturalistic inquiry addresses the perceptions of students and teachers about the use of formative assessment and feedback. Nine teachers and twenty-nine students from two public high schools in southern Sonora, Mexico, participated. Semi-structured interviews for teachers and focus groups for students were used. Data were recorded, transcribed, and processed using Atlas Ti-8. The main findings indicate that some teachers¿ dispositions to the expression of beliefs and execution of practices combine formative and summative evaluation when referring to feedback. Results also indicate feedback as an absent phenomenon. It could be inferred that the feedback definition has not been fully applied as a way to promote learning. Regarding teaching styles, the prevalence of passive and traditionalist ways to assess stands out in the approach to formative assessment by teachers in the first two high school grades and a progressive style in the third grade in high school.

Perceptions of Formative Assessment in Secondary Education: Beyond Teaching Styles Academic Article in Scopus