Inclusive Approaches to Formative Assessment: A Case Study

Abstract

Learning in a classroom is different from that outside. It is structured in discipline, systematic and can be done progressively. Assessment is a key constitutive element that makes such a system possible. This study aims to examine how the current state of assessment undermines its significance as an enabler of learning. A qualitative approach was used for data collection and analysis of the data. Desk review and interview were used to collect data. The participants for the present study are five teacher educators from District Institute of Education Training (DIET) and fifteen research scholars from the discipline of education. An interview schedule including questions regarding school assessment and its practices in classroom is administered. The present studies across the discipline revealed that assessment is used as a device for grading the students rather than enabling the students to learn.  Participants viewed that the main purpose of assessment must be helping the learner in learning rather than valuing their output. The participants also viewed that assessment must be guided by defined principles and strategies. A well-structured institutional support is a pre-requisite for the meaningful practices of formative assessment.  The study argues that assessment must be done as a supportive enabler for achievement rather than value judging a student.  There is a need for dynamic parameters to make assessment more inclusive. This research suggests that the concept and strategies of assessment may be elaborated and published as a policy paper and effective operational procedures be stipulated.