Taiwanese Elementary Teachers’ Perceptions about and Implementation of Formative Assessments in Teaching

• In Event: Exploring Teachers' Beliefs & Everyday Practices

Abstract

The purpose of this study is to investigate Taiwanese elementary teachers’ perceptions about and their implementation of formative assessments. To address this purpose, three research questions were developed:
(1) How do Taiwanese elementary teachers view formative assessments?
(2) How often do Taiwanese elementary teachers implement different formative assessments?
(3) Is there any relationship between elementary teachers’ perceptions and implementation and their demographic and teaching conditions?

302 Taiwanese elementary teachers participated in a survey, from which the results show that: (1) Although most elementary teachers have positive perceptions about formative assessments, they do not use formative assessments frequently; (2) There is a significant relationship between teachers’ perceptions and implementation and their age, length of teaching, highest degree and class size.

Author

• Wei Gu, Grand Valley State University