Exploring Science Teachers’ Strategies in Formative Assessments

Assessment is intertwined with both student learning and the teaching process. This study aimed to explore teachers' perceptions of and approaches to implementing formative assessment strategies within their classrooms. A convergent parallel mixed-methods design was utilized in the study. Data collection involved the use of the Teacher Formative Assessment Practice Scale (TFAPS) and open-ended questions. The sample comprised 17 science teachers from senior high school, purposely selected. The results revealed that 70.6% of teachers demonstrated a satisfactory understanding of formative assessment, whereas 29.4% displayed an unsatisfactory understanding. Most participants reported using formative assessment to monitor student progress and evaluate their individual learning needs. There is a belief among a few that formative assessments are utilized to offer feedback to learners and pinpoint their misconceptions. The results show that science teachers frequently use formative assessment (M = 4.66, SD = 0.54). The paired samples t-test revealed a significant difference between teacher-directed formative assessment (TdFA) scores (M = 5.04, SD = 0.47) and student-directed formative assessment (SdFA) scores (M = 4.09, SD = 0.81), t(16) = 6.061, p < 0.001. This indicates a stronger preference for teacher-directed formative assessment approaches. Most of the science teachers use class tests and exercises as formative assessment. Few teachers use peer review, concept maps, class discussions, observations, and questioning. The research indicated that only a small proportion of teachers utilize self-assessment, group work, presentations, project-based tasks, and think-pair-share activities. To improve the use of student-directed formative assessment strategies, professional development training and participation in Professional Learning Communities (PLCs) are recommended for science teachers, particularly focusing on these instructional approaches.