Exploring the Relationship Between Primary School Teachers' Perceptions and Practices of Formative Assessment in Maldivian Primary Schools
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This research explores the perception and implementation of formative assessment among primary school teachers in the Maldives. The study involved 316 teachers in a structured questionnaire survey using a quantitative research approach. The findings indicated that teachers consider formative assessment crucial in promoting self-awareness, strengths and weaknesses, and cultivating a growth mindset among students. The study also revealed that teachers' instructional practices were closely aligned with their positive beliefs. However, the study also identified improvement areas, particularly self-assessment opportunities during assignments. The research established a strong and statistically significant positive correlation between teachers' perceptions and practices, emphasizing the importance of nurturing positive beliefs in advancing the effective implementation of formative assessment in the classroom. The study's findings could inform the development of targeted professional development strategies and collaborative platforms in primary education. Future research should consider cultural and contextual factors and examine the impact of formative assessment on student outcomes.
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