Teachers’ Perceptions of Formative Assessment in English Language Teaching: A Study of Community Schools

Abstract

The study ‘Teachers’ Perceptions of Formative Assessment in English Language Teaching: A Study of Community Schools’ investigates how English Teachers at the secondary level view the application and significance of formative assessment in EFL classes. Examining how teachers view formative assessment in terms of boosting students’ learning and the teaching-learning process was the study’s primary goal. Purposive non-random sampling was used to gather data from forty secondary level English Teachers at community schools in the Parbat District using a survey study approach. The primary instrument for gathering data was a questionnaire with fifteen closed-ended and six open-ended items. While qualitative responses were interpreted descriptively, quantitative data were statistically examined. According to the results, the majority of teachers believed that formative assessment was a useful teaching technique that could be used to monitor student progress, provide constructive criticism, enhance teaching efficacy, inspire students, and promote active classroom involvement. Additionally, the study demonstrates that formative assessment raises student participation in learning activities and supports high-quality assessment procedures. Teachers, however, had to deal with issues such a lack of professional training, a lack of resources, poor teamwork, unmanageable classrooms, low motivation, and a hard workload. For the successful application of formative assessment in English language classes, the study suggests offering teacher training, encouraging active engagement, raising parental awareness, and utilizing communicative teaching strategies.