Abstract
This study explores the implementation and conception of formative assessment (FA) by middle school teachers in Macao (N = 57) and examines the factors influencing its implementation. A convergent mixed-method approach was applied to collect two types of data. Quantitative data were gathered through two questionnaires: 1) One questionnaire was adapted from Ramsey and Duffy (2016) to assess teachers' frequency of FA implementation, with content validity examined by three experts. 2) The other, Conceptions and Practices of FA Questionnaire (Yan and Cheng, 2015; Yan et al., 2022), assessed both personal and contextual variables of FA implementation. Qualitative data were collected through semi-structured interviews, and traditional inductive thematic analysis was applied for data analysis. The mixed-method results indicated that the following: a) Teachers had significantly positive instrumental attitudes, moderately positive affective attitudes and high self-efficacy towards implementing FA; b) Teachers had a limited understanding of FA, which might be attributed to inadequate professional training and overly theoretical content in such training; c) Variables such as affective attitude, instrumental attitude, self-efficacy and school environment showed a significantly positively correlation with the implementation of FA strategies. Variables such as environment environment, instructional environment, student characteristics and high-stakes assessments showed a highly positive correlation with some FA strategies. Only subjective norms were had a significant positive effect on FA implementation.
Author Information
Qi Zixiang, University of Saint Joseph, Macao SAR
Serra Sofia, University of Alvaro, Portugal
Tchiang Van Man, University of Saint Joseph, Macao SAR
Paper Information
Conference: ECE2024
Stream: Assessment Theories & Methodologies
This paper is part of the ECE2024 Conference Proceedings (View)
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To cite this article:
Zixiang Q., Sofia S., & Man T. (2024) Factors Influencing the Implementation of Formative Assessment as Perceived by Music Teachers: A Mixed Method Research in Macao ISSN: 2188-1162 The European Conference on Education 2024: Official Conference Proceedings (pp. 825-842) https://doi.org/10.22492/issn.2188-1162.2024.64
To link to this article: https://doi.org/10.22492/issn.2188-1162.2024.64
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