Keywords
Elementary Teachers, Formative Assessments, Teaching, Self-governing skills, Literature
Disciplines
Education
Abstract
The purpose of this study is to investigate Taiwanese elementary teachers’ perceptions about and their implementation of formative assessments. To address this purpose, three research questions were developed:
(1) How do Taiwanese elementary teachers view formative assessments?
(2) How often do Taiwanese elementary teachers implement different formative assessments?
(3) Is there any relationship between elementary teachers’ perceptions and implementation and their demographic and teaching conditions?
302 Taiwanese elementary teachers participated in a survey, from which the results show that: (1) Although most elementary teachers have positive perceptions about formative assessments, they do not use formative assessments frequently; (2) There is a significant relationship between teachers’ perceptions and implementation and their age, length of teaching, highest degree, and class size.
Original Citation
Gu, W., & Chen, C. S. (2024). Taiwanese Elementary Teachers’ Perceptions about and Implementation of Formative Assessments in Teaching. Iris Journal of Educational Research, 2(3), 1–4. https://doi.org/10.33552/IJER.2024.02.000536
ScholarWorks Citation
Gu, Wei and Chen, Chih Sheng, "Taiwanese Elementary Teachers’ Perceptions about and Implementation of Formative Assessments in Teaching" (2024). Open Access Publishing Support Funded Articles. 203.
https://scholarworks.gvsu.edu/oapsf_articles/203
