Exploring Formative Assessment in Mathematics: Teachers’ Authentic Experiences in Online and Traditional Classrooms

Abstract

This study utilized a convergent mixed methods design to explore teachers’ beliefs and experiences of formative assessments in mathematics conducted in traditional classrooms and the online environment. Data from questionnaires, focus groups and teacher interviews were analyzed from fifty (50) teachers, purposively drawn from the Victoria Educational District in South Trinidad. Results showed teachers’ consensus on the importance of formative assessment, despite challenges in a summative-driven school culture. Time constraints and teachers’ skill level often hindered the intended formative practices. Teachers also identified a need for structured mandates from administrative bodies to promote a formative assessment culture in classrooms.