Assessment for learning in the Maltese state primary classroom : the Blue Creek College case study

Abstract

This research paper investigates how and to what extent is assessment for learning (AfL) being used and what is influencing its integration in the teaching and learning process in the Maltese state primary classroom. This study presents the teachers’ viewpoints and perceptions, and provides insights into possible implications that AfL could have on the teaching and learning phenomenon. Data was collected through a series of one-to-one interviews and classroom observation. The research found that some AfL strategies such as the sharing of the learning intention, effective questioning techniques and the provision of quality feedback are generally being employed in the classroom. However, this study also revealed that crucial strategies such as the sharing of the success criteria and self-and peer-assessment were very rarely implemented. The data analysis also revealed that many teachers did not pass responsibility to the learners during the learning process. Possible implications for the development of formative assessment practices that enhance the child’s learning experience and progress are finally discussed.