Examining Teacher Formative Assessment Practices in Jordanian Refugee Settings: Challenges and Opportunities

• In Event: Thursday Roundtable Session 2:30 pm
  In Roundtable Session: Teacher Knowledge in Cultural, Content, and Pedagogical Stances (Table 36)

Abstract

Despite calls for teachers of refugees to use formative assessment practices to target instruction, we know little about teacher practices or related contextual factors in refugee settings. This study investigates teachers’ observed and self-reported formative assessment practices and their conceptions and appetite for formative assessment in three distinct refugee settings in the Kingdom of Jordan using observations, surveys, and interviews of primary teachers (grades 1-6). Preliminary results indicate moderate utilization of formative assessment practices with differences among sites. Challenges such as high student-teacher ratios and limited resources hindered implementation. The study's findings offer insights into the current state of formative assessment practices of refugee teachers and highlight the need for supportive environments to appropriately target instruction.

Authors

• Lindsay Brown, New York University

• Hussein Al-Amoudi, War Child Holland-Jordan

• Kahina Boulegroun, War Child Holland

• Roxane Caires, New York University