Formative Assessment Knowledge, Beliefs, and Practices during Online Teaching and their Efficacy as Perceived by Lebanese Middle School Teachers

Abstract

Formative assessment is a valuable tool for teaching and learning. The application of formative assessments in classrooms depends on teachers’ beliefs along with their practices. Due to the current pandemic, schools had to resort to adopting hybrid and online learning. One main concern is how teachers are using assessment during these times, specifically formative assessment, to assist student learning. The goal of this study was to describe and understand Lebanese middle school teachers’ formative assessment knowledge, beliefs, and practices during online teaching and the efficacy of this use. The target population was 31 Lebanese middle school teachers that teach at English-Language private schools. A mixed-method approach was implemented for this study. First, a survey was distributed online with both open and close-ended questions. Afterwards, an interview was done with nine teachers for follow-up and clarification of identified themes. The results showed that teachers are knowledgeable of the majority of the purposes of formative assessment. The majority of teachers also believed that formative assessment improves student learning, motivation, and interest during online learning. Although some believe it is easy to implement, others disagreed. The most common practices used by teachers was providing immediate feedback, usually to the group. Moreover, the most commonly used formative assessment tools were oral feedback, classroom exercises, and homework. The majority of teachers reported that formative assessment improves teaching effectiveness, though there were concerns related to practicality and challenges arising with online learning. This study recommends conducting further research related to the school’s inclusion of formative assessment in the curriculum, especially during online teaching.