Teachers' perceptions of formative assessment practices in the English language classroom within the Hong Kong context

Abstract

The research was an intrinsic case study, which investigated the teachers’ perceptions and usage of formative assessment practices among English language teachers within the Hong Kong context. The sample was drawn from thirteen in-service English language teachers working within a primary school that is working collaboratively with a Non Government Organization (NGO) called “Batelle for kids”, which provides strategies and frameworks for the implementation of formative assessment. This research seeks to investigate the teachers’ perceptions within this particular context. In addition, the underlying factors that could potentially hinder or facilitate formative assessment practices were examined. The research was conducted by using a questionnaire and interview. The results generated revealed that teachers had positive perceptions of formative assessment and implement it daily. The findings suggest that the more collaboration amongst teachers and the school, the greater possibility for change, in terms of raising the standards of individual teachers’ formative assessment practices.