Exploring Formative Assessment in Public Primary School Classrooms in Baku

Abstract

Assessment is a key to the learning process since it assists to reach the desired outcomes. Formative assessment is a type of assessment that allows teachers to monitor student learning and it is implemented in Azerbaijani schools. The aim of this project was to determine how primary school teachers employ formative assessment and the challenges that come with formative assessment in three public primary schools in Baku. The methodology used in this study was qualitative in nature. The study included interviews, document analysis, observation models, and all were qualitative research methods. We have analyzed public documents such as FA journals and teachers' private documents like teachers’ personal notes and notebooks which present formative assessment data of the students, and written feedback from teachers to students. In addition, one-on-one semi-structured interviews with teachers were conducted to learn about the formative assessment methods they use and the challenges they face in the classroom. The non-participant observation technique was also used to inspect every component of the instruction session. The findings of the study highlight that primary school teachers use formative assessment techniques in their classes. However, they undergo some challenges while implementing formative assessment and its different techniques. Teachers do not understand the essence of formative assessment, although they use it in their classrooms. They also mix formative assessment with frequent assessment; they cannot manage time. According to the findings of the study, participant teachers will be invited to the seminar in which they will get information about FA, and effective ways to implement its techniques and overcome the challenges. The teachers will also get a chance to share their ideas with their peers and brainstorm on the topic. Exploring Formative Assessment in Public Primary School Classrooms in Baku.