Testing the Water, Transforming the Grade

Abstract

It is generally accepted that formative assessment improves teaching and learning. However, empirical studies on the integrated conceptualization of formative assessment are lacking. Therefore, this study utilized the revised Wiliam and Thompson’s five aspects of formative assessment framework to assess the impact of its implementation in the teaching of English in Jamaican secondary schools on students’ academic achievement. Using pre- and posttest quasi-experimental and instrumental case study designs, data were collected from eighteen teachers and 1,739 students from four types of secondary schools in Jamaica. Analysis of covariance (ANCOVA) and the general inductive approach to analyzing qualitative data showed that formative assessment improved students’ achievement in English on both internal and external examinations when the teacher had at least an intermediate level of competence in its implementation. The results also showed that the implementation of formative assessment may be hindered by inadequate infrastructure, negative student attitudes, and ineffective school policies. Gender differences are also suggested. The findings have implications for all the stakeholders in education, including the Ministry of Education, teacher training institutions, and school administrators, as teachers need ongoing support, training, and materials to develop their competence in and practice of formative assessment.