An investigation into classroom teachers' perceptions of the value of assessment for formative purposes in secondary schools in Solomon Islands
Walani, N. D. (2009). An investigation into classroom teachers’ perceptions of the value of assessment for formative purposes in secondary schools in Solomon Islands (Thesis, Master of Education (MEd)). The University of Waikato, Hamilton, New Zealand. Retrieved from http://hdl.handle.net/10289/2791
Permanent Research Commons link: http://hdl.handle.net/10289/2791
A key purpose of this qualitative study was to gain an understanding of classroomteachers' perceptions of the value and impact of formative assessment insecondary schools in Solomon Islands. The process of data collection includedinitial interviews with five classroom teachers selected from four secondaryschools in Honiara, Solomon Islands. The interviews were conducted using semistructuredinterviews with each of the teachers and ended with a focus groupconversation. The findings of this study indicated that formative assessment, as aclassroom strategy, does have a place in secondary schools in Solomon Islands.Assessment for learning (AfL) is currently employed by these teachers, but theform of formative assessment as reported being used in Solomon Islandssecondary school classrooms is limited by policies, systems and methodsemployed by schools.This study suggests that if classroom teachers are to become effective 'mediatorsof learning' they must have a better theoretical understanding of socialconstructivism and metacognition. Otherwise, assessment will always sit outsidethe process of learning, and classroom teachers and learners will always playtraditional rather than contemporary roles in the learning and teaching (andassessment) process. For improvements to be made in areas highlighted in thisstudy, focus must be on teacher knowledge and ability and the policies andpractices of schools. Unless teachers, students, parents and policymakers see andvalue the potential of formative assessment, it will continue to be underemphasized,under-valued and under-used.
The University of Waikato
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