Enhancing teachers understanding of formative assessment thought online training program
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Abstract
The purpose of this research was to study the impact of online training program on the topic of formative assessment on teachers' understanding of the concept of formative assessment, their capacity to create learning plans based on student work using formative assessment, and their perceptions of this program. The sample group used in this study was 5 teachers who participated and met the requirements for the online training program. There are 3 secondary science teachers, 1 primary science teacher and 1 secondary mathematics teacher. Documents data and questionnaires regarding teachers’ opinions were gathered. Content analysis was used to analyze qualitative data, and mean and standard deviation (S.D.) were used to analyze quantitative data. The results of the research found that teachers: 1) comprehend formative assessment better; 2) can analyze teaching and learning scenarios and offer recommendations for modifying instruction to include more formative assessments; and 3) can reflect on their instruction and adjusting to incorporate more formative assessments. Additionally, teachers who took part in this training expressed strong agreement with their opinions regarding online training courses (𝑥̅ = 3.79, S.D. = 0.42).
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