Investigating the Implementation of Formative Assessment Strategies by Teachers in Maldivian Government Primary Grades

Background/purpose – This study delves into the landscape of formative assessment practices within Maldivian government primary schools. It aims to explore the strategies teachers employ, identify challenges faced in implementation, and investigate the relationship between professional development and effective formative assessment practices.

Materials/methods – Drawing on a quantitative survey involving 316 primary school teachers, the research utilizes structured inquiries to gather insights. The study reveals the prevalent use of questioning techniques and classroom observations, emphasizing interactive and observational methods. Variability in the adoption of quizzes, projects, and portfolios suggests a need for further exploration of teachers’ preferences.

Results – The findings showcase a widespread application of interactive and observational methods such as questioning techniques and classroom observations. However, variability in using quizzes, projects, and portfolios points to potential variations in teacher preferences. The study identifies challenges related to managing large class sizes, professional development, and meeting parental expectations, emphasizing critical areas for intervention.

Conclusion – A positive correlation is observed between teachers’ formative assessment strategies and their perceived adequacy of professional development. This underscores the significance of ongoing training initiatives. The study acknowledges potential limitations, including self-reporting bias and limited generalizability to other contexts.