Abstract
The area of ‘assessment’ – and particularly that of
‘formative assessment’ – has attracted the increasing attention of
educational researchers within the last decade. This article presents the
findings of a qualitative research study that was conducted in a primary
school in Oxford, UK. Data were gathered through classroom
observations that were videotaped. The assessment strategies used by
the teacher were the foci of observations. It was found that questioning
and feedback were two key elements characteristics of a teacher’s
formative assessment practice in the English Language primary
classroom. Extensive questioning for assessment purposes invited
pupils to contribute ideas, checked for understanding of concepts,
clarified learners’ responses and extended pupils’ thinking. At other
times, the teacher’s questioning acted as prompts that cued pupils for a
viable response. Teacher feedback praised students’ efforts and correct
answers; pointed out incorrect responses; and, more importantly,
explained why specific responses were incorrect. Additionally,
feedback extended pupils’ learning on a number of occasions through
verbal prompts, visual clues and supplementary information provided
by the teacher. The implication is that teachers need professional
training and on-going support so that they can use questioning and
feedback in a formative way to foster pupils’ learning in the classroom.
Sherwin Rodrigues. (2007) Assessing Formatively in the English Language Classroom, Journal of Research and Reflections in Education, Volume 1, Issue 1.
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