Investigating methods of assessment in Maltese primary state schools

Abstract

In Maltese Primary State schools, every teacher seems to adopt his/her own way of assessing children. Thus, different modes of assessment take place. The new National Minimum Curriculum stresses on an assessment approach that includes both formative and summative assessment, as well as the introduction of a portfolio approach. In our study, we focused on whether head teachers and teachers implement an assessment approach as suggested in this new document and what are their perceptions in relation to this. We also wanted to find out the way in which children view the different assessment practices and which ones they prefer. By conducting a research through questionnaires, we were able to find out what are the perceptions of head teachers, teachers and children in this regard. Moreover, from their replies, we established that certain modes of assessment provide better feedback related to the children's strengths and weaknesses. Thus, if both head teachers and teachers agree to implement certain types of assessment other than the ones adopted in the present situation, children will benefit more. This will happen because their successes would not be based only on examinations but on the improvement made throughout the whole year. Therefore, they would be able to view schooling as an everyday enjoyable experience.