The Effects of Formative Assessment on Student Motivation : Perspectives of Primary School Teachers, Students and Parents in Azerbaijan
Date Issued
2022-05
Author(s)
Hummatova, Lala
Abstract
Formative assessment, which is also called assessment for learning, is an
integral part of learning, and its role in children’s learning motivation is undeniable.
This qualitative research aimed to explore the relationship between formative
assessment and primary school children’s learning motivation in Azerbaijan, as well
as primary school teachers', students', and parents' perceptions about the application
of formative assessment. The research was conducted in two primary schools of
Azerbaijan. The instruments for the study were semi-structured interviews,
classroom observation, and document analysis. Seven primary school teachers and
eight primary school children were interviewed face-to-face to explore their
perceptions of formative assessment. Besides, focus group interviews with three
parents and as well as face-to-face interviews with two parents, were conducted to
receive more data for this study. Additionally, classroom observation and document
analysis of the students’ diaries, classroom journals and teachers’ formative journals
aimed to determine teachers’ formative assessment practices within the classroom.
The major findings of the study showed that the interviewed participants
highlighted the value and significance of feedback received as a formative
assessment technique by teachers. However, there were some misperceptions
toward formative assessment practices within the classroom among the interviewed
participants as many of the participants were equating the word “grade” and
“feedback” during the interview process. Also, the findings revealed that parents
and children have difficulties in understanding written feedback as a formative
assessment technique. Since the findings of this study revealed that there is a relationship between
formative assessment and primary school children’s learning motivation, it can be
mentioned that formative assessment can serve as a learning aid, enhancing the
learning process and outcomes of learning. Thus, this study suggests doing research
on the correlation between formative assessment and students’ learning motivation
with other age groups as this study only focused on primary school children.
integral part of learning, and its role in children’s learning motivation is undeniable.
This qualitative research aimed to explore the relationship between formative
assessment and primary school children’s learning motivation in Azerbaijan, as well
as primary school teachers', students', and parents' perceptions about the application
of formative assessment. The research was conducted in two primary schools of
Azerbaijan. The instruments for the study were semi-structured interviews,
classroom observation, and document analysis. Seven primary school teachers and
eight primary school children were interviewed face-to-face to explore their
perceptions of formative assessment. Besides, focus group interviews with three
parents and as well as face-to-face interviews with two parents, were conducted to
receive more data for this study. Additionally, classroom observation and document
analysis of the students’ diaries, classroom journals and teachers’ formative journals
aimed to determine teachers’ formative assessment practices within the classroom.
The major findings of the study showed that the interviewed participants
highlighted the value and significance of feedback received as a formative
assessment technique by teachers. However, there were some misperceptions
toward formative assessment practices within the classroom among the interviewed
participants as many of the participants were equating the word “grade” and
“feedback” during the interview process. Also, the findings revealed that parents
and children have difficulties in understanding written feedback as a formative
assessment technique. Since the findings of this study revealed that there is a relationship between
formative assessment and primary school children’s learning motivation, it can be
mentioned that formative assessment can serve as a learning aid, enhancing the
learning process and outcomes of learning. Thus, this study suggests doing research
on the correlation between formative assessment and students’ learning motivation
with other age groups as this study only focused on primary school children.