Formative Assessment Practices of English Language Teachers in Senior High Schools

Abstract

Formative assessment plays a significant role in the academic achievement of students. Thus, teachers’ formative assessment practices will go a long way to affect students’ academic achievement. The study sought to explore the formative assessment practices of English language teachers. Specifically, it examined: (i) the formative assessment techniques frequently used by English language teachers; (ii) the nature of formative feedback strategies provided by English language teachers; and (iii) the perception of English language teachers on how their formative assessment practices contribute to students’ academic achievement. The study employed the mixed-method approach using a questionnaire and an interview guide. Through proportionate and simple random sampling techniques, the questionnaire was administered to 331 students. Seven (7) English language teachers were also interviewed using the convenience sampling. Data was collected from the Komenda Edina Eguafo Abrem Municipality (KEEA). Results from the study revealed that teachers frequently make use of exercises, homework, class test and oral questions in assessing their students formatively. Techniques such as group work, presentations and project work were less frequently used. Teachers employed varied feedback strategies where feedback was given in groups rather than to individuals and it was mostly done orally. Lastly, teachers expressed positive perceptions on how their formative assessment practices contributed to instruction and students’ academic achievement.