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.
