A Case Study on the English Teachers’ Knowledge of Formative Assessment

Abstract

Effective educational decisions founded on learning evidences demonstrated by the students make the learning process more relevant and significant to both the teacher and the learners. Corollary to this, instructional adjustments which cater to the diverse learning needs of the students require teachers to be substantially prepared in terms of content, process, and strategies so that students may be provided with the necessary learning scaffold and the desired learning outcomes may be achieved. Studies have advanced that teacher’s knowledge and preparation are directly linked to practice and are significantly related to student learning performance. Adapting Bremner’s (2014) The Knowledge of the Formative Assessment Survey as framework, the study looked into the knowledge of formative assessment of English Teachers among the select State and Local Universities and Colleges in Cebu City. Findings revealed that teachers demonstrated knowledge on the functions of learning target such as setting the direction of learning, setting the criteria for success, aligning instructional and assessment activities with purpose, but not on specifying learning outcomes. Also revealed is the teachers’ knowledge on the essential focus of monitoring students’ learning such as the nature of students’ activity, timely recording of data, and the alignment of activity with the purpose, but not on reinforcement and follow up. Finally, the teachers demonstrated knowledge on the timeliness of giving feedback, its alignment to the learning target and the amount of feedback given, but not in terms of assisting students’ learning.

Keywords: teacher education, formative assessment, components of assessment, instructional assessment