An Investigation Of The Challenges Faced By Teachers In Applying Formative Assessment Practices At Public Secondary Schools

Abstract

The current study intends to investigate the challenges faced by teachers in public secondary schools implementing formative assessment. This research study was also conducted in order to identify the gaps in formative assessment practices. Formative assessment plays a crucial role in enhancing the ongoing exchange of knowledge with the goal of promoting students` learning, an objective that has been well documented in the literature. However, it can be difficult to explain continuous assessment, especially in a classroom setting. The goal of this study is to help officials address the challenges experienced by teachers in secondary schools while implementing formative assessment techniques. This paper envisioned to explain how teachers in public secondary schools are implementing formative assessment procedures as well as the difficulties they encounter. The research plan has a quantitative focus. This study used descriptive research methodology. All secondary school teachers at Boys Public Secondary Schools in District Badin were the study's target population, according to the researcher. John Curry (2006) sampling formula was employed with simple random sampling method in addition to the Rule of Thumb (Carry, 2006). The Likert scale 5.0 was used to gather the data, and SPSS 26 was used for analysis. Future implications and suggestions for additional study are provided, accordingly.