This study utilized a convergent mixed methods design to explore teachers’ beliefs and experiences of formative assessments in mathematics conducted in traditional classrooms and the online environment. Data from questionnaires, focus groups and teacher interviews were analyzed from fifty (50) teachers, purposively drawn from the Victoria Educational District in South Trinidad. Results showed teachers’ consensus on the importance of formative assessment, despite challenges in a summative-driven school culture. Time constraints and teachers’ skill level often hindered the intended formative practices. Teachers also identified a need for structured mandates from administrative bodies to promote a formative assessment culture in classrooms.
Andersson, C., & Palm, T. (2017). Characteristics of Improved Formative Assessment Practice. Education Inquiry, 8, 104-122. https://doi.org/10.1080/20004508.2016.1275185
Andrade, H. L., Du, Y., & Mycek, K. (2010). Rubric-Referenced Self-Assessment and Middle School Students’ Writing. Assessme nt in Education: Principles, Policy & Pra c tice, 17, 199-214. https://doi.org/10.1080/09695941003696172
Assessment Reform Group (2002). Assessment for Learning: 10 Principles . https://www.assessment-reform-group.org.uk
Bennett, R. E. (2011). Formative Assessment: A Critical Review. Assessment in Education : Principles, Policy and Practice, 18, 5-25. https://doi.org/10.1080/0969594X.2010.513678
Berry, R. (2011). Assessment Trends in Hong Kong. Seeking to Establish Formative Assessment in an Examination Culture. Assessment in Education: Principles, Policy & Pra c tice , 18, 199-211. https://doi.org/10.1080/0969594X.2010.527701
Bezuk, N. S., Cathcart, W. G., Vance, J. H., & Pothier, Y. M. (2001). Learning Mathema t ics in Elementary and Middle School s . Merrill Prentice Hall.
Black, P., & Wiliam, D. (1998). Assessment and Classroom Learning. Educational A s sessment, Evaluation and Accountability, 21 , 5-31. https://doi.org/10.1007/s11092-008-9068-5
Black, P., & Wiliam, D. (2009). Developing a Theory of Formative Assessment. Educ a tional Assessment: Principles, Policy, and Practice, 5, 7-74. https://doi.org/10.1080/0969595980050102
Buck, G. A., & Trauth-Nare, A. E. (2009). Preparing Teachers to Make the Formative Assessment Process Integral to Science Teaching and Learning. Journal of Teacher Ed u cation , 20, 475-494. https://doi.org/10.1007/s10972-009-9142-y
Buhagiar, M. A. (2007). Classroom Assessment within the Alternative Assessment Paradigm: Revisiting the Territory. The Curriculum Journal, 18, 39-56. https://doi.org/10.1080/09585170701292174
Cizek, G. J. (2001). More Intended Consequences of High-Stakes Testing. Educational Mea s urement: Issues and Practice, 20, 19-27. https://doi.org/10.1111/j.1745-3992.2001.tb00072.x
Cizek, G. J. (2010). An Introduction to Formative Assessment: History, Characteristics, and Challenges. In H. Andrade, & G. Cizek (Eds.), Handbook of Formative Assessment (pp. 3-17). Routledge. https://doi.org/10.4324/9781315166933-1
Creswell, J. W. (2014). Research Design: Qualitative, Quantitative and Mixed Methods A p proaches (4th ed.). Sage.
De Lisle, J. (2010). Final Report for the Consultancy to Determine the Status of the Co n tinuous Assessment Programme (CAP) in the Sixty (60) Full Treatment Schools under the SES Projec t. CAP Evaluation: Final Report.
De Lisle, J. (2015). The Promise and Reality of Formative Assessment Practice in a Continuous Assessment Scheme: The Case of Trinidad and Tobago . A ssessment in Educ a tion: Principles, Policy and Practice, 22, 79-103. https://doi.org/10.1080/0969594X.2014.944086
Earl, L. (2003). Assessment as Learning. Corwin.
Eddy, C. M., & Harrell, P. E. (2013). Assess Today: A Short-Cycle Formative Assessment Observation Pro tocol. University of North Texas.
Elwood, J. (2006). Formative Assessment: Possibilities, Boundaries and Limitations. A s sessment in Education: Principles, Policy and Practice, 18, 433-449. https://doi.org/10.1080/0969594X.2011.582838
Fernandez, C., Cannon, J., & Chokshi, S. (2003). A U.S.-Japan Lesson Study Collaboration Reveals Critical Lenses for Examining Practice. Tea ching and Teacher Education, 19 , 171-185. https://doi.org/10.1016/S0742-051X(02)00102-6
Hammerman, E. L. (2009). Formative Assessment Strategies for Enhanced Learning in Science K-8 . Corwin Press.
Harlen, W. (2007). Assessment of Learning. Sage. https://doi.org/10.4135/9781446214695
Kearns, L. R. (2012). Student Assessment in Online Learning: Challenges and Effective Practices. MER LOT Journal of Online Learning and Teaching , 8, 1-11.
Klute, M., Apthorp, H., Harlacher, J., Reale, M., & Marzano Research (2017). Formative Assessment and Elementary School Student Academic Achievement: A Review of the Evidence . Institute of Educational Sciences National Centre for Education Evaluation and Regional Assistance.
Kyriakides, L. (2004). Investigating Validity from Teachers’ Perspective through Their Engagement in Large Scale Assessment: The Emergent Literacy Baseline Assessment Project. Assessm ent in Education: Principles, Policy and Practice, 11, 143-165. https://doi.org/10.1080/0969594042000259466
Lissitz, R., & Schafer, W. (2002). Assessment in Educational Reform: Both Means and End s . Allyn and Bacon.
Morgan, C., & Watson, A. (2002). The Interpretative Nature of Teachers’ Assessment of Students’ Mathematics: Issues for Equity. J ournal for Research in Mathematics Educ a tion , 33 , 78-110. https://doi.org/10.2307/749645
National Council of Teachers of Mathematics (NCTM) (1995). Assessment Standards for School Mathematics . NCTM.
National Council of Teachers of Mathematics (NCTM) (2000). Principles and Standards for School Mathematics . NCTM.
Popham, W. (2005). Assessment for Educational Leaders . Allyn & Bacon.
Sadler, P. M., & Good, E. (2006). The Impact of Self and Peer Grading on Student Learning. Educational Assessment , 11 , 1-31. https://doi.org/10.1207/s15326977ea1101_1
Shute, V. J. (2008). Focus on Formative Feedback. Review of Educational Research, 78 , 153-170. https://doi.org/10.3102/0034654307313795
Stiggins, R. (2008). An Introduction to Student-Involved Assessment FOR Learning. Pearson Education, Inc.
Swaffield, S. (2011). Getting to the Heart of Authentic Assessment for Learning. Asses s ment in Education: Principles, Policy and practice , 18, 433-449. https://doi.org/10.1080/0969594X.2011.582838
Van de Walle, J. A. (2001). Ele mentary and Middle School Mathematic s . Longman.
Vonderwell, S. K., & Boboc, M. (2013). Promoting Formative Assessment in Online Teaching and Learning. TechTrends , 57, 22-27. https://doi.org/10.1007/s11528-013-0673-x
Webb, M. E., Prasse, D., Phillips, M. et al . (2018). Challenges for IT-Enabled Formative Assessment of Complex 21st Century Skills. Technology, Knowledge and Learning , 23 , 441-456. https://doi.org/10.1007/s10758-018-9379-7
Wiliam, D. (2011). Embedded Formative Assessment: Practical Strategies and Tools for K-12 Teacher s . Solution Tree.
Wiliam, D., & Black, P. (1996). A Basis for Distinguishing Formative from Summative Functions of Assessment? British Educationa l Research Journal, 22 , 537-577. https://doi.org/10.1080/0141192960220502
Yilmaz, R. (2017). Problems Experienced in Evaluating Success and Performance in Distance Education: A Case Study. Turkish Online Journal of Distance Education , 18 , 39-51. https://doi.org/10.17718/tojde.285713