ESL TEACHERS’ BELIEFS ABOUT ASSESSMENT FOR LEARNING IN THE BOLE DISTRICT OF THE SAVANNA REGION OF GHANA
DOI:
https://doi.org/10.30863/ijretal.v5i1.6382Keywords:
teacher beliefs, formative assessment, summative assessment, teaching English as a Second language, learning English as a Second languageAbstract
Assessment for learning or formative assessment is a process of gathering and analysing information about what learners know and can do and using that information to make instructional decisions. The role of assessment for learning, especially in an ESL classroom cannot be overemphasized. Among other things, formative assessments can go a long way in helping learners to set learning goals and prepare well for summative assessments. Regrettably, many teachers are unable to implement assessments for learning in their ESL classrooms. This study examined what the ESL teachers at Bole District of the Savanna Region of Ghana think about the assessment for learning, how they implement it, and the challenges they face in implementing it. The study adopted the mixed methods approach and the convergent parallel design. Census sampling was used to select all the 82 ESL teachers in the Bole District. The findings showed that ESL teachers had positive beliefs about assessment for learning practices. However, they did not implement it in their classrooms due to challenges such as inadequate time on timetables, large class sizes, lack of resources, limited access to technology, and overloaded English curriculum. It is recommended that school heads should make every endeavour to provide adequate time on timetables and they should also provide the ESL teachers with the needed assessment for learning resources for effective teaching and learning.
References
References
Adaka, T. A., & Ugo, A. E. (2015). The extent of alternative assessment practices in inclusive classrooms among junior secondary school (JSS) teachers in Gombe LGA. International Journal of Inclusive Education, 3(1), 254-350.
Akyina, K. O., & Oduro-Okyireh, G. (2019). Formative assessment practices of senior high school teachers in the Ashanti Mampong Municipality of Ghana. British Journal of Education, 7(1), 27-38.
Alderson, J. C., Brunfaut, T., & Harding, L. (2017). Bridging assessment and learning: A view from second and foreign language assessment. Assessment in Education: Principles, Policy & Practice, 24(3), 379–387
Alotaibi, K. A. (2019). Teachers’ perceptions on factors influence adoption of formative assessment. Journal of Education and Learning, 8(1), 74–86. doi: 10.5539/jel.v8n1p74.
Amua-Sekyi, E. K. (2016). Assessment, student learning and classroom practice: A review. Journal of Education and Practice, 7(21), 1-6.
Andersson, C., & Palm, T. (2017). The impact of formative assessment on student achievement: A study of the effects of changes to classroom practice after a comprehensive professional development programme. Learning and Instruction, 49, 92-102. DOI: 10.1016/j.learninstruc.2016.12.006.
Arrafii, M. A., & Suhaili, M. (2015). Formative Assessment literacy and practice: A study of English teaching in Indonesian Secondary School. Report paper prepared for Directorate General of Higher Education, Ministry of National Education.
Asare, E. (2020). Basic teachers’ perception and practices of formative assessment in the Cape Coast metropolis of Ghana: basic teachers’ perception and practices of formative assessment in the Cape Coast Metropolis of Ghana. Journal of Applied Educational and Policy Research, 5(1), 177-187
Asare, E., & Afriyie, E. (2023). Barriers to basic schoolteachers’ implementation of formative assessment in the cape coast metropolis of Ghana. Open education studies, 5(1), 20220193.
Assessment Reform Group (2002), Research-based principles to guide classroom practice, available at: https://www.hkeaa.edu.hk/doclibrary/sba/hkdse/eng_dvd/doc/afl_principles.pdf
Berry, R. (2011). Assessment reform around the world. In R. Berry & B. Adamson (Eds.), Assessment reform in education: Policy and practice (pp. 89-104). Springer
Bezabih, M. B., Yigzaw, Y. H., & Garad, A. A. (2019). Knowledge, perception, practices and challenges of assessment for learning (AfL) among first cycle primary school teachers in Somali Regional State. Journal of Humanities and Social Science, 24(1), 21–33.
Bremner, L. (2014). Teachers’ knowledge of formative assessment initial instrument validation study. Boise State University Theses and Dissertations. 802. https://scholarworks.boisestate.edu/td/802
Brookhart S.M. (2013). How to create and use rubrics for formative assessment and grading. ASCD
Butler, Y. G. & Lee, J. (2010). The effects of self-assessment among young learners of English. Language Testing, 27(1), 5-31.
Crichton, H., & McDaid, A. (2016). Learning intentions and success criteria: Learners’ and teachers’ views. The Curriculum Journal, 27(2), 190–203. DOI: 10.1080/09585176.2015.1103278.
Dann, R. (2014). Assessment as learning: Blurring the boundaries of assessment and learning for theory, policy and practice. Assessment in Education: Principles, Policy & Practice, 21(2), 149– 166. https://doi.org/10.1080/0969594X.2014.898128
Dix, S. (2017). The effectiveness of formative assessment. Teachers and curriculum, 6(1), 29–34.
Quyen, N. T., & Khairani, A. Z. (2017). Reviewing the challenges of implementing formative assessment in Asia: The need for a professional development program. Journal of Social Science Studies, 4(1), 160-177.
Enu, J. (2021). Factors affecting teacher educators’ adoption of formative assessment strategies in the mathematics classroom. Journal of Education and Learning, 15(4), 483–489.10.11591/edulearn.v15i4.20341
Mudin, V. (2019). An investigation into English teachers’ understandings and practices of formative assessment in the Malaysian primary ESL classroom: Three case studies (doctoral dissertation, University of East Anglia).
Gattullo, F. (200). Formative assessment in ELT primary (elementary) classrooms: an Italian case study. Language Testing 17(2), 278-288.
Green, A. (2018). Assessment for learning in language education. Iranian Journal of Language Teaching Research, 6(3), 9–18.
Hill, K. & McNamara, T. (2012) Developing a comprehensive, empirically based research framework for classroom-based assessment. Language testing 29(3), 395-420.
Kankam, B., Bordoh, A., Eshun, I., Bassaw, T. K., & Korang, F., Y. (2014). An investigation into authentic assessment practices of social studies teachers in the senior high schools (SHSs) in Ghana. American Journal of Social Sciences, 2(6), 166-172.
Koloi-Keaikitse, S. (2012). Classroom assessment practices: A survey of Botswana Primary and secondary school teachers. Unpublished Doctoral thesis, Ball State University. © University of Cape Coast https://erl.ucc.edu.gh/jspui
Liu, X., & Yu, J. (2021). Relationships between learning motivations and practices as influenced by a high-stakes language test: The mechanism of washback on learning. Studies in Educational Evaluation, 68, 100967. https://doi.org/10.1016/j.stueduc.2020.100967
Looney, A., Cumming, J., Fabienne van Der, K., & Harris, K. (2018) Reconceptualising the role of teachers as assessors: teacher assessment identity. Assessment in Education: Principles, Policy & Practice 25(5), 442-467.
Lukman, A., & Uwadiegwu, A. A. (2012). School-based assessment as an innovation in Nigerian educational system: The implementation challenges. Knowledge Review, 25(1), 123-127.
McMillan, J. H. (2013). SAGE handbook of research on classroom assessment. SAGE Publications.
Ochour, B. K., Opoku-Afriyie, P., & Eshun, I. (2022). Formative assessment conceptions and practices of junior high school social studies teachers in the Techiman Municipality of Ghana. Universal Journal of Social Sciences and Humanities, 273-290.
Osaki, K., Hosea, K., & Ottevanger, W. (2004). Reforming science and mathematics education in Sub-Saharan Africa: Obstacles and opportunities. Dar es Salaam: TEAMS, University of Dar es Salaam.
Patâ€El, R. J., Tillema, H., Segers, M., & Vedder, P. (2013). Validation of assessment for learning questionnaires for teachers and students. British Journal of Educational Psychology, 83(1), 98-113.
Shepard, L. A., Diaz-Bilello, E. K., Penuel, W. R., & Marion, S. F. (2020). Classroom assessment principles to support teaching and learning. Center for Assessment, Design, Research and Evaluation, University of Colorado Boulder.
Shi, D. A (2022). A case study on ESL teachers’ perceptions and practices of implementing formative assessment in primary schools. Journal of Educational Research and Policies, 4(4), 44-50.
Stiggins, R.J., Arter J.A., Chappuis J., & Chappuis S. (2006). Classroom assessment for student learning: Doing it right - Using it well, Pearson Education Inc.
Taylor, M. A. (2017). Formative for whom?: How formative assessment is used in the English classroom of an upper secondary school in Sweden. https://www.diva-portal.org/smash/get/diva2:1119600/FULLTEXT01.pdf
Trumbull, E., & Lash, A. (2013). Understanding formative assessment: Insights from learning theory and measurement theory. San Francisco: WestEd, 1-20.
Ugwu, E. O. (2021). Classroom process and causes of worsening high school students' performance in Literature-in-English in Nigeria. African Journal of Teacher Education, 10(1), 282-306.
Ugwu, E. O. (2023). Assessment beliefs and practices of Literature-in-English teachers in Nigeria. The William & Mary Educational Review, 8(1), 1-16
West African Examinations Council. (2021). E-learning. Literature-in-English. https://waeconline.org.ng/e-learning/Literature/litEmain.htm
Yan, Z., & Brown, G. T. (2021). Assessment for learning in the Hong Kong assessment reform: A case of policy borrowing. Studies in Educational Evaluation, 68, 100985.
Zhang, Z., & Hyland, K. (2018). Student engagement with teacher and automated feedback on L2 writing. Assessing Writing, 36, 90–102.
Zou, M., Kong, D., & Lee, I. (2021). Teacher engagement with online formative assessment in EFL writing during Covid-19 pandemic: The case of China. The Asia-Pacific Edu Res. 30, 487–498. https://doi.org/10.1007/s40299-021-00593-7
Downloads
Published
Issue
Section
Citation Check
License
Authors who publish with International Journal of Research on English Teaching and Applied Linguistics agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
