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Examination of Primary School Teachers' Attitudes and Self-Efficacy Levels Towards Formative Assessment

Year 2025, Volume: 22 Issue: 1, 1 - 12, 30.04.2025

Şeref Yiğit Akpınar , Erdem Boduroğlu , Mahmut Sami Yiğiter

https://doi.org/10.33437/ksusbd.1644021

Abstract

Formative assessment helps teachers to identify learning needs and challenges as well as helping students to develop a stronger understanding of their own academic strengths and weaknesses. The aim of this study is to determine the effect of a formative assessment training programme for primary school teachers on teachers' attitudes towards formative assessment and their self-efficacy perceptions. A total of 79 primary school teachers working in Kahramanmaraş province in the 2024-2025 academic year participated in the study. Teachers' attitudes and self-efficacy perceptions towards formative assessment before and after the training were compared. The results showed that there was a statistically significant increase in teachers' attitudes and self-efficacy levels towards formative assessment after the training. Attitude and self-efficacy levels did not differ according to gender and professional experience, but it was seen that the self-efficacy levels of the participants with postgraduate education were higher. Finally, teachers' positive and negative opinions on formative assessment were analysed. Teachers' positive opinions are generally in the themes of formative assessment supporting student improvement and providing rapid feedback. Negative opinions, on the other hand, centred on the themes that formative assessment is time- consuming and difficult to implement in crowded classrooms.

Keywords

Formative assessment attitude self-efficacy primary school teachers

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References

  • Andersson, C., & Palm, T. (2017). The impact of formative assessment on student achievement: A study of the effects of changes to classroom practice after a comprehensive professional development programme. Learning and Instruction, 49, 92–102. https://doi.org/10.1016/j.learninstruc.2016.12.006
  • Arın, H.N. (2023). Examining Teachers' Views and Practices of Formative Assessment in Terms of Various Variables. [Unpublished Master's Thesis]. Atatürk University.
  • Arrafii, M. A., & Sumarni, B. (2018). Teachers’ understanding of formative assessment. Lingua Cultura, 12(1), 45. https://doi.org/10.21512/lc.v12i1.2113
  • Babinčáková, M., Ganajová, M., & Bernard, P. (2023). Introduction of Formative Assessment Classroom Techniques (FACTs) to school chemistry teaching: teachers’ attitudes, beliefs, and experiences. Journal of chemical education, 100(9), 3276-3290.
  • Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education Principles Policy and Practice, 5(1), 7–74. https://doi.org/10.1080/0969595980050102
  • Boerst, T. A., Shaughnessy, M., DeFino, R., Blunk, M., Farmer, S. O., Pfaff, E., & Pynes, D. (2019). Preparing teachers to formatively assess: Connecting the initial capabilities of preservice teachers with visions of teaching practice. In Advances in Early Childhood and K-12 Education (pp. 1–28). IGI Global.
  • Büyüköztürk, Ş., Akgün, Ö. E., Demirel, F., Karadeniz, Ş., & Çakmak, E. K. (2015). Bilimsel araştırma yöntemleri. Pegem Yayınları.
  • Glazer, N. (2014). Formative plus Summative Assessment in Large Undergraduate Courses: Why Both?. International Journal of Teaching and Learning in Higher Education, 26(2), 276-286.
  • Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112. https://doi.org/10.3102/003465430298487
  • Haug, B. S., & Ødegaard, M. (2015). Formative assessment and teachers’ sensitivity to student responses. International Journal of Science Education, 37(4), 629–654. https://doi.org/10.1080/09500693.2014.1003262 Heritage, M. (2007). Formative assessment: What do teachers need to know and do? Phi Delta Kappan, 89(2), 140–145. https://doi.org/10.1177/003172170708900210
  • Karaman, P., & Şahin, Ç. (2017). Adaptation of Teachers’ Conceptions and Practices of Formative Assessment Scale into Turkish Culture and a Structural Equation Modeling. International Electronic Journal of Elementary Education, 10(2), 185–194. Retrieved from https://www.iejee.com/index.php/IEJEE/article/view/320
  • López-Pastor, V. M., Pintor, P., Muros, B., & Webb, G. (2013). Formative assessment strategies and their effect on student performance and on student and tutor workload: the results of research projects undertaken in preparation for greater convergence of universities in Spain within the European Higher Education Area (EHEA). Journal of Further and Higher Education, 37(2), 163–180. https://doi.org/10.1080/0309877x.2011.644780
  • Morris, R., Perry, T., & Wardle, L. (2021). Formative assessment and feedback for learning in higher education: A systematic review. Review of Education, 9(3). https://doi.org/10.1002/rev3.3292
  • Nicol, D. J., & Macfarlane-Dick, D. (2006). Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199–218. https://doi.org/10.1080/03075070600572090
  • Ozan, C., & Kıncal, R. Y. (2018). The effects of formative assessment on academic achievement, attitudes toward the lesson, and self-regulation skills. Educational Sciences: Theory & Practice, 18, 85–118. http://dx.doi.org/10.12738/estp.2018.1.0216
  • Pastore, S., Manuti, A., & Scardigno, A. F. (2019). Formative assessment and teaching practice: the point of view of Italian teachers. European Journal of Teacher Education, 42(3), 359–374. https://doi.org/10.1080/02619768.2019.1604668
  • Sadler, D. R. (1989). Formative Assessment and the Design of Instructional Systems. Instructional Science, 18, 119-144. http://dx.doi.org/10.1007/BF00117714
  • Schildkamp, K., van der Kleij, F. M., Heitink, M. C., Kippers, W. B., & Veldkamp, B. P. (2020). Formative assessment: A systematic review of critical teacher prerequisites for classroom practice. International Journal of Educational Research, 103(101602), 101602. https://doi.org/10.1016/j.ijer.2020.101602
  • Shute, V. J. (2008). Focus on formative feedback. Review of Educational Research, 78(1), 153–189. https://doi.org/10.3102/0034654307313795
  • Stanja, J., Gritz, W., Krugel, J., Hoppe, A., & Dannemann, S. (2023). Formative assessment strategies for students’ conceptions—The potential of learning analytics. British Journal of Educational Technology: Journal of the Council for Educational Technology, 54(1), 58–75. https://doi.org/10.1111/bjet.13288
  • Taras, M. (2005). Assessment – summative and formative – some theoretical reflections. British Journal of Educational Studies, 53(4), 466–478. https://doi.org/10.1111/j.1467-8527.2005.00307.x
  • Wafubwa, R. (2020). Role of formative assessment in improving students’ motivation, engagement, and achievement: A systematic review of literature. The International Journal of Assessment and Evaluation, 28(1), 17–31. https://doi.org/10.18848/2327-7920/cgp/v28i01/17-31
  • Weurlander, M., Söderberg, M., Scheja, M., Hult, H., & Wernerson, A. (2012). Exploring formative assessment as a tool for learning: students’ experiences of different methods of formative assessment. Assessment and Evaluation in Higher Education, 37(6), 747–760. https://doi.org/10.1080/02602938.2011.572153
  • Widiastuti, I. A. M. S., & Saukah, A. (2017). Formative assessment in EFL classroom practices. Bahasa Dan Seni Jurnal Bahasa Sastra Seni Dan Pengajarannya, 45(1), 050–063. https://doi.org/10.17977/um015v45i12017p050
  • Yan, Z., & Cheng, E. C. K. (2015). Primary teachers’ attitudes, intentions and practices regarding formative assessment. Teaching and Teacher Education, 45, 128–136. https://doi.org/10.1016/j.tate.2014.10.002
  • Yan, Z., Chiu, M. M., & Keung Cheng, E. C. (2022). Predicting teachers’ formative assessment practices: Teacher personal and contextual factors. Teaching and Teacher Education, 114(103718), 103718. https://doi.org/10.1016/j.tate.2022.103718
  • Yan, Z., Li, Z., Panadero, E., Yang, M., Yang, L., & Lao, H. (2021). A systematic review on factors influencing teachers’ intentions and implementations regarding formative assessment. Assessment in Education Principles Policy and Practice, 28(3), 228–260. https://doi.org/10.1080/0969594x.2021.1884042

Examination of Primary School Teachers' Attitudes and Self-Efficacy Levels Towards Formative Assessment

Year 2025, Volume: 22 Issue: 1, 1 - 12, 30.04.2025

Şeref Yiğit Akpınar , Erdem Boduroğlu , Mahmut Sami Yiğiter

https://doi.org/10.33437/ksusbd.1644021

Abstract

Formative assessment helps teachers to identify learning needs and challenges as well as helping students to develop a stronger understanding of their own academic strengths and weaknesses. The aim of this study is to determine the effect of a formative assessment training programme for primary school teachers on teachers' attitudes towards formative assessment and their self-efficacy perceptions. A total of 79 primary school teachers working in Kahramanmaraş province in the 2024-2025 academic year participated in the study. Teachers' attitudes and self-efficacy perceptions towards formative assessment before and after the training were compared. The results showed that there was a statistically significant increase in teachers' attitudes and self-efficacy levels towards formative assessment after the training. Attitude and self-efficacy levels did not differ according to gender and professional experience, but it was seen that the self-efficacy levels of the participants with postgraduate education were higher. Finally, teachers' positive and negative opinions on formative assessment were analysed. Teachers' positive opinions are generally in the themes of formative assessment supporting student improvement and providing rapid feedback. Negative opinions, on the other hand, centred on the themes that formative assessment is time- consuming and difficult to implement in crowded classrooms.

Keywords

Formative assessment attitude self-efficacy primary school teachers

References

  • Andersson, C., & Palm, T. (2017). The impact of formative assessment on student achievement: A study of the effects of changes to classroom practice after a comprehensive professional development programme. Learning and Instruction, 49, 92–102. https://doi.org/10.1016/j.learninstruc.2016.12.006
  • Arın, H.N. (2023). Examining Teachers' Views and Practices of Formative Assessment in Terms of Various Variables. [Unpublished Master's Thesis]. Atatürk University.
  • Arrafii, M. A., & Sumarni, B. (2018). Teachers’ understanding of formative assessment. Lingua Cultura, 12(1), 45. https://doi.org/10.21512/lc.v12i1.2113
  • Babinčáková, M., Ganajová, M., & Bernard, P. (2023). Introduction of Formative Assessment Classroom Techniques (FACTs) to school chemistry teaching: teachers’ attitudes, beliefs, and experiences. Journal of chemical education, 100(9), 3276-3290.
  • Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education Principles Policy and Practice, 5(1), 7–74. https://doi.org/10.1080/0969595980050102
  • Boerst, T. A., Shaughnessy, M., DeFino, R., Blunk, M., Farmer, S. O., Pfaff, E., & Pynes, D. (2019). Preparing teachers to formatively assess: Connecting the initial capabilities of preservice teachers with visions of teaching practice. In Advances in Early Childhood and K-12 Education (pp. 1–28). IGI Global.
  • Büyüköztürk, Ş., Akgün, Ö. E., Demirel, F., Karadeniz, Ş., & Çakmak, E. K. (2015). Bilimsel araştırma yöntemleri. Pegem Yayınları.
  • Glazer, N. (2014). Formative plus Summative Assessment in Large Undergraduate Courses: Why Both?. International Journal of Teaching and Learning in Higher Education, 26(2), 276-286.
  • Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112. https://doi.org/10.3102/003465430298487
  • Haug, B. S., & Ødegaard, M. (2015). Formative assessment and teachers’ sensitivity to student responses. International Journal of Science Education, 37(4), 629–654. https://doi.org/10.1080/09500693.2014.1003262 Heritage, M. (2007). Formative assessment: What do teachers need to know and do? Phi Delta Kappan, 89(2), 140–145. https://doi.org/10.1177/003172170708900210
  • Karaman, P., & Şahin, Ç. (2017). Adaptation of Teachers’ Conceptions and Practices of Formative Assessment Scale into Turkish Culture and a Structural Equation Modeling. International Electronic Journal of Elementary Education, 10(2), 185–194. Retrieved from https://www.iejee.com/index.php/IEJEE/article/view/320
  • López-Pastor, V. M., Pintor, P., Muros, B., & Webb, G. (2013). Formative assessment strategies and their effect on student performance and on student and tutor workload: the results of research projects undertaken in preparation for greater convergence of universities in Spain within the European Higher Education Area (EHEA). Journal of Further and Higher Education, 37(2), 163–180. https://doi.org/10.1080/0309877x.2011.644780
  • Morris, R., Perry, T., & Wardle, L. (2021). Formative assessment and feedback for learning in higher education: A systematic review. Review of Education, 9(3). https://doi.org/10.1002/rev3.3292
  • Nicol, D. J., & Macfarlane-Dick, D. (2006). Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199–218. https://doi.org/10.1080/03075070600572090
  • Ozan, C., & Kıncal, R. Y. (2018). The effects of formative assessment on academic achievement, attitudes toward the lesson, and self-regulation skills. Educational Sciences: Theory & Practice, 18, 85–118. http://dx.doi.org/10.12738/estp.2018.1.0216
  • Pastore, S., Manuti, A., & Scardigno, A. F. (2019). Formative assessment and teaching practice: the point of view of Italian teachers. European Journal of Teacher Education, 42(3), 359–374. https://doi.org/10.1080/02619768.2019.1604668
  • Sadler, D. R. (1989). Formative Assessment and the Design of Instructional Systems. Instructional Science, 18, 119-144. http://dx.doi.org/10.1007/BF00117714
  • Schildkamp, K., van der Kleij, F. M., Heitink, M. C., Kippers, W. B., & Veldkamp, B. P. (2020). Formative assessment: A systematic review of critical teacher prerequisites for classroom practice. International Journal of Educational Research, 103(101602), 101602. https://doi.org/10.1016/j.ijer.2020.101602
  • Shute, V. J. (2008). Focus on formative feedback. Review of Educational Research, 78(1), 153–189. https://doi.org/10.3102/0034654307313795
  • Stanja, J., Gritz, W., Krugel, J., Hoppe, A., & Dannemann, S. (2023). Formative assessment strategies for students’ conceptions—The potential of learning analytics. British Journal of Educational Technology: Journal of the Council for Educational Technology, 54(1), 58–75. https://doi.org/10.1111/bjet.13288
  • Taras, M. (2005). Assessment – summative and formative – some theoretical reflections. British Journal of Educational Studies, 53(4), 466–478. https://doi.org/10.1111/j.1467-8527.2005.00307.x
  • Wafubwa, R. (2020). Role of formative assessment in improving students’ motivation, engagement, and achievement: A systematic review of literature. The International Journal of Assessment and Evaluation, 28(1), 17–31. https://doi.org/10.18848/2327-7920/cgp/v28i01/17-31
  • Weurlander, M., Söderberg, M., Scheja, M., Hult, H., & Wernerson, A. (2012). Exploring formative assessment as a tool for learning: students’ experiences of different methods of formative assessment. Assessment and Evaluation in Higher Education, 37(6), 747–760. https://doi.org/10.1080/02602938.2011.572153
  • Widiastuti, I. A. M. S., & Saukah, A. (2017). Formative assessment in EFL classroom practices. Bahasa Dan Seni Jurnal Bahasa Sastra Seni Dan Pengajarannya, 45(1), 050–063. https://doi.org/10.17977/um015v45i12017p050
  • Yan, Z., & Cheng, E. C. K. (2015). Primary teachers’ attitudes, intentions and practices regarding formative assessment. Teaching and Teacher Education, 45, 128–136. https://doi.org/10.1016/j.tate.2014.10.002
  • Yan, Z., Chiu, M. M., & Keung Cheng, E. C. (2022). Predicting teachers’ formative assessment practices: Teacher personal and contextual factors. Teaching and Teacher Education, 114(103718), 103718. https://doi.org/10.1016/j.tate.2022.103718
  • Yan, Z., Li, Z., Panadero, E., Yang, M., Yang, L., & Lao, H. (2021). A systematic review on factors influencing teachers’ intentions and implementations regarding formative assessment. Assessment in Education Principles Policy and Practice, 28(3), 228–260. https://doi.org/10.1080/0969594x.2021.1884042
There are 27 citations in total.

Details

Primary Language English
Subjects Classroom Measurement Practices
Journal Section Articles
Authors

Şeref Yiğit Akpınar 0009-0001-0482-0108

Erdem Boduroğlu 0000-0001-8318-4914

Mahmut Sami Yiğiter 0000-0002-2896-0201

Early Pub Date April 29, 2025
Publication Date April 30, 2025
Submission Date February 20, 2025
Acceptance Date April 21, 2025
Published in Issue Year 2025 Volume: 22 Issue: 1

Cite

APA Akpınar, Ş. Y., Boduroğlu, E., & Yiğiter, M. S. (2025). Examination of Primary School Teachers’ Attitudes and Self-Efficacy Levels Towards Formative Assessment. Kahramanmaraş Sütçü İmam Üniversitesi Sosyal Bilimler Dergisi, 22(1), 1-12. https://doi.org/10.33437/ksusbd.1644021
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