Exploring perspectives of tutors on factors leading to non-usage of formative assessment at St Joseph College of Nursing in Malawi
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Date
2019-06-01
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Abstract
This qualitative study explored tutors’ perspectives concerning leading factors to non-usage of formative assessment (FA) at St Joseph College of Nursing in Chiradzulu District in Malawi. The aim of the study was to explore factors leading to non-usage of formative assessments during teaching and learning at the college. The specific objectives of the study were to assess tutors’ knowledge of the different types of formative assessments; assess tutors’ knowledge on impact of formative assessments on student academic performance; assess tutors’ knowledge on good practices of formative assessment; identify tutors’ classroom assessment practices in formative assessments; and to identify barriers to effective utilisation of formative assessment. A purposive sample of 15 tutors was involved, with fifteen (15) in-depth interviews conducted and data was analyzed manually using content analysis. Results of the study revealed key issues of formative assessment. For example, while participants displayed little knowledge about types of formative assessment, the assessment emerged as a tool for improving learning because it helps learners to establish whether or not content taught in class has been grasped. Results further indicated that tutors are knowledgeable about good practices of FA. Practices such as conducting frequent assessments, giving timely feedback, and using a variety of assessment strategies were reported as good practices in assessment. Results also indicated that St Joseph College tutors do not frequently assess learners in class and that; large classes, inadequate time and inadequate teaching resources are factors that hinder tutors from using formative assessment in the classroom. Based on the results, it is recommended that continuous professional development trainings should be done for tutors to understand formative assessment and its impact on student learning.