The experiences of pre-service teachers in implementing formative assessment : a case study of a South African university

Abstract

The purpose of this study was to investigate pre-service teachers' experiences with formative assessment implementation during practice teaching. There are few studies that focused on Post Graduate Certificate in Education (PGCE) preservice teachers. Previous findings revealed a need for enhancements in the programme that is at least two years divided into theory and practice for the preservice teachers to be able to be proficient in using formative assessment strategies. Formative assessment is crucial as it promote learning and closing gap during teaching and learning. There is research evidence which indicates that when preservice teachers experience formative assessment during initial teacher training, they value it and apply it during teaching Cui (2021). Previous research reveals that PGCE graduates are faced with some challenges during practice teaching in terms of implementing formative assessment and teachers who are qualified to be teachers through the traditional Bachelor of Education program seem to discriminate against PGCE holders and assume they are failed in their previous qualifications and opted for teaching as a way to merely get employment and not because they are good at it or have passion for teaching. PGCE teachers’ confidence is being undermined. Contrary to this belief by PGCE holders that they are far much better where content is concerned as they come from degrees that are somewhat” difficult” and full of content. In contrast, previous research indicates that graduates from extended programs tend to be satisfied with the way they were trained and that they are viewed as more readily prepared by school principals where they are employed. The study was conducted amongst Post Graduate Certificate in Education (PGCE) pre-service teachers in one South African university in KwaZulu-Natal Province. Research has revealed that formative assessment, as opposed to summative assessment, improves learners’ learning. However, the term does not represent a well-defined set of practices, which affects its successful implementation in various contexts. According to Vygotsky (1978), learning is always socially constructed, requiring the active participation of the learner in interaction with others. Formative assessment makes use of this insight, since it involves activities that both assess learner performance and promote learning. The study employed a sequential explanatory mixed method design to examine the experiences of 99 pre-service teachers with regard to their implementation of formative assessment strategies during practice teaching. Data was collected through Likert scale questionnaires, a focus group discussion, and document analysis. During the first phase of data collection, questionnaires were used, and during the second phase, thirteen pre-service teachers drawn from the original sample participated in a focus group discussion and document analysis. For quantitative data, phase frequencies and percentages were used to report the questionnaire results, with descriptive analysis conducted to interpret and present the findings. In the qualitative follow-up phase, data was collected through the focus group discussion and analysed through thematic analysis. The findings revealed that PGCE pre-service teachers implemented the following key formative assessment strategies objectives, discussion and questioning as well as feedback however, they did not implement self-assessment or peer assessment. Based on the findings, the study proposes a model for pre-service teachers' formative assessment implementation, to contribute to foundational formative assessment knowledge. The model may be used to underpin formative assessment practices. The study recommends that reflective professional development be maintained through the establishment of effective pre-service teachers’ learning communities. Recommendations for future research: The teacher educators should employ mentoring, modelling and scaffolding to greater assessment comprehension in the enactment of formative assessment strategies like self-assessment and peer-assessment. Time required to practice enacting self-assessment peer assessment for PGCE preservice teachers. This highlights that further opportunities are required for PSTs to experience all formative assessment strategies during Initial Teacher Education (ITE) as well as extended school placements in which to explore the enactment of self-assessment and peer-assessment.