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

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.