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      An investigation into classroom teachers' perceptions of the value of assessment for formative purposes in secondary schools in Solomon Islands

      Walani, Nathan Douglas
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      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 https://hdl.handle.net/10289/2791
      Permanent Research Commons link: https://hdl.handle.net/10289/2791
      Abstract
      A key purpose of this qualitative study was to gain an understanding of classroom

      teachers' perceptions of the value and impact of formative assessment in

      secondary schools in Solomon Islands. The process of data collection included

      initial interviews with five classroom teachers selected from four secondary

      schools in Honiara, Solomon Islands. The interviews were conducted using semistructured

      interviews with each of the teachers and ended with a focus group

      conversation. The findings of this study indicated that formative assessment, as a

      classroom strategy, does have a place in secondary schools in Solomon Islands.

      Assessment for learning (AfL) is currently employed by these teachers, but the

      form of formative assessment as reported being used in Solomon Islands

      secondary school classrooms is limited by policies, systems and methods

      employed by schools.

      This study suggests that if classroom teachers are to become effective 'mediators

      of learning' they must have a better theoretical understanding of social

      constructivism and metacognition. Otherwise, assessment will always sit outside

      the process of learning, and classroom teachers and learners will always play

      traditional rather than contemporary roles in the learning and teaching (and

      assessment) process. For improvements to be made in areas highlighted in this

      study, focus must be on teacher knowledge and ability and the policies and

      practices of schools. Unless teachers, students, parents and policymakers see and

      value the potential of formative assessment, it will continue to be underemphasized,

      under-valued and under-used.
      Date
      2009
      Type
      Thesis
      Degree Name
      Master of Education (MEd)
      Publisher
      The University of Waikato
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      All items in Research Commons are provided for private study and research purposes and are protected by copyright with all rights reserved unless otherwise indicated.
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