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Assessment for Learning: Understanding Teachers’ Beliefs and Practices

Assessment for learning in the day-to-day classroom instruction is critical in bringing about students&#8217, mastery of 21st century competencies such as learning how to learn, thinking about own thinking and knowing how to plan, monitor and evaluate own thinking and understanding. However, teachers&#8217, assessment practices are often influenced by their beliefs about student learning. This study aims to examine teachers&#8217, beliefs about student learning and its relationship with their formative assessment&#160,practices. Two self-report questionnaires are developed to measure teachers&#8217, beliefs about student&#160,learning and their formative assessment practices, respectively. Our preliminary findings show that&#160,teachers who believe that students are active participants of learning and who acknowledge students&#8217,&#160,need to evaluate and monitor their own understanding tend to use formative assessment practices such&#160,as questioning and eliciting evidences of understanding, formative feedback, peer-self assessment,&#160,and clarity of task and success criteria. Semi-structured interview data are used to further deepen our&#160,understanding of the various factors that underpin teachers&#8217, beliefs about student learning and their&#160,formative assessment practices. Three themes emerge from the interview data: teachers&#8217, personal&#160,interest in developing student learning, belief about feedback and diagnosis of learning needs, and&#160,tensions between assessment of learning and assessment for learning.

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