Formative assessment in science education: Is it being practiced?

Abstract

This study investigated the formative assessment practices in Science education in relation to the enhancement of student learning. The sample comprised of three teachers and 114 students at the Year 9 to 11 levels at one of the private secondary schools in Brunei Darussalam. The study was carried out in three phases: classroom observations, dissemination of the teacher/student self-reflection surveys and individual interviews with the teachers. The findings revealed that the weaknesses, such as the partial use of formative assessment and few student-led discussions that outweigh the strengths of the current formative assessment practices at this particular secondary school. Despite the teachers' attempts to improve the process of teaching and learning, there is a need to change their mindsets and upgrade their skills so that the formative assessment in Science education can be implemented successfully.