Improving Professional Learning for Formative Classroom Assessment in Trinidad and Tobago

• In Event: Classroom Assessment Trends in the United States and Internationally

Abstract

In postcolonial nation states such as Trinidad and Tobago, classroom assessment practice is dominated by the demands and methods of high stakes public examinations. Teachers engage in classroom assessment by mimicking high-stakes examination items and focus on performance scores rather than curriculum standards. Feedback is minimal and self and peer assessment are neglected. This paper is a qualitative impact evaluation of a postgraduate course designed to change practice to formative classroom assessment. We developed a praxis model called the FPSI, which emphasizes formative purposes, performance tasks, 21st century skills and interdisciplinary learning. We interviewed four cohorts of teachers to determine the extent and sustainability of change. The data is analysed using a Learn, Unlearn and Relearn (LUR) framework

Authors

• Jerome De Lisle, The University of the West Indies - St. Augustine

• Carla Melissa Kronberg, The University of the West Indies - St. Augustine

• Tracey Michelle Lucas, University of the West Indies

• Nirmala Ramnarine, Ministry of Education - Trinidad and Tobago