The use of and perspectives on formative assessment of Maltese Physics teachers

Abstract

Teachers are continuously being encouraged to use formative assessment with their students during lessons. The main aim of this research study is to investigate whether or not Maltese secondary school physics teachers are using this assessment tool. This study attempts to answer the following three research questions: Do Maltese secondary school physics teachers know the meaning of formative assessment? Do Maltese secondary school physics teachers use formative assessment to help in the teaching and learning of the subject? Is there anything that is stopping Maltese secondary school physics teachers from implementing formative assessment with their students? An online questionnaire was sent to all physics teachers teaching in state, church and independent schools. Moreover, ten interviews were carried out with five state school physics teachers, four church school physics teachers and one teacher working in an independent school. Furthermore, another interview was carried out with two Heads of Department (HODs) working in state schools, with the HOD for physics within the church sector and with a senior physics teacher from an independent school. The data gathered from the questionnaire and the interviews was analysed, and an overview of the use of, and perceptions on, formative assessment in physics was obtained. It resulted that the absolute majority of the participants in this research study know what formative assessment is and use it during lessons. ‘Continuous assessment’ is the most common definition given for this assessment tool, and ‘giving verbal and written feedback to students’ is the most practiced formative assessment activity. The interviewees indicated ‘time constraints’ as the most common drawback which hinders the use of formative assessment during the teaching of physics in secondary schools.