Formative assessment: classroom assessment practices and teachers’ dilemmas in implementation

Abstract

This research examines the current state of knowledge, the constraints, and the existing challenges in the practice of formative assessment among primary school teachers in Chile. According to the results of 17 interviews conducted following ten professional development workshops, the teachers show concern to rethink their assessment practices in the classroom. However, a traditional approach continues to be used, not only because of the lack of training, but also due to the strong focus on standardized assessment by the educational system. The analyses provided in the study reveals tension in the quest for balance between formative and summative assessments. However, the reflections on teachers’ knowledge regarding the challenges encountered in their practices can contribute to pedagogical reflections on the impact of standardized assessments on teachers’ practices and on students’ mathematics learning.