Discussion teacher subjective theory of assessment

more often into current research to pursue skills appropriate for the 21^st century and become even more aware of social changes in order to broaden their perspectives of knowledge and skills as none of the teachers in this study spoke about research. Unless a teacher takes these initiatives, that is, advances their own learning, improvement in student learning may not be possible.

accordance to their beliefs regarding the purpose of assessment. This brings to light the need for teachers to consider their own theory as they serve the purpose of implementing assessment for the benefit of students. This reveals to a larger extent that teachers’ construct of subjective theories of assessment have been simultaneously moulded by policy, practice and beliefs. A similar finding was reported in Breen, et al, (2001). In their analysis of teachers’ principles and classroom practices, they shared that a principle might be implemented through a diverse range of practices, while a common practice may be justified by a variety of principles (Breen, et al, 2001).

The challenge then is to find a balance between assessments to meet the requirement of policy as well the teacher’s own theory. The finding of this study revealed teachers using varying techniques to fulfil the requirement of policy, yet to remain true to their own theory as well as summative and formative purposes of assessment. Thus, in what follows, some of the intervention options taken up by the teachers will be highlighted. The finding showed teachers balancing their assessment practices to fulfil the purposes of summative and formative assessment which authenticated the finding by Garrison and Ehringhaus (2007) wherein they pointed out that teachers should do the same thing to gather information regarding student learning and to serve the functions of both summative and formative assessments (Sadler, 1998).

Garrison and Ehringhaus (2009) claim that when teachers effectively use formative and summative assessment practices, it allows students who typically perform at the lower level of achievement to show the greatest gains. Also, enthusiastic students take ownership of their learning and become the centre of their own success. This study embraced their finding whereby the results showed teachers applying differentiated methods and choice-based assessment while considering students’ language level. Likewise, learners were involved in the learning and this fact further connects with the finding by Burke (2010) that stated when

students are unable to understand the standards, teachers must use corrective interventions and differentiated learning strategies to meet their students’ diverse needs.

Studies have shown that involving students in assessment may help them develop long-term competencies and skills. Broadfoot (2000) claims that students should be involved in the assessment in the pursuit of developing their own reflective skills. Keith’s 1996 (in Falchikov, 2005) study suggests that these types of assessment can have a positive influence in changing students’ focus of learning from “what” to “how.” This reflects the very essence of the connection between formative and summative assessment. Broadfoot (2000), Falchikov (2004) and Bourke (2016) describe student involvement as crucial to learning. Falchikov says student participation in assessment enhances learning. The idea has been reconstructed by authors such as Bourke when he stated that involving students in the assessment contributes to an understanding of themselves and their learning in a fundamental way. In this study, teachers involved students in the assessment process to attend to teachers’ own theory and policy mandates, which in turn validated the finding by Broadfoot (2000), which stated that in addition to assessment serving the policy mandates, it should also serve the function of learning.

Teachers explained that involving students in the assessment provides students with more learning benefits. A large number of teachers mentioned that such a process builds student’s capacity to differentiate between learning strengths and problems. Owing to its positive benefits, students were involved in assessment through the process of self- and peer- assessment. In this regard, studies claim self- and peer-assessment can be used summatively and formatively. Linking to this fact, it was discovered from the data that teachers involved students in the assessment to meet the summative and formative purposes. However, teachers also expressed the challenges of such an idea due to students’ incompetence to assess learning.

Bourke (2016) claims that teachers’ dilemma over policy and theory can be mitigated by following the path of self-assessment. Since the challenges facing policy and theory can be

lessened by involving students in the assessment, teachers should exercise more of self- and peer-assessment with their students.

Another aspect this study illuminates is the need to blend assessment in supporting teaching and learning as blending allows the teachers to submit to their own theory and to the policy mandates. The teachers in this study display a strong commitment to blended assessment approach. They persisted in spite of difficulties, and this approach makes the teachers to overcome challenges of teaching and learning. For example, the observation data showed teachers giving both written and verbal assessment to students. Although the written feedback was vague, the verbal feedback provided seems to be more specific and constructive in nature.

Teachers also blended feedback offered to students by conducting self-, peer- and teacher assessment. This kind of step taken by the teacher initiates self-responsibility in the learners.

Additionally, students receive blended feedback, i) feedback from self, ii) feedback from peers, and, iii) feedback from the teacher. This way teachers engaged students in the learning. Several teachers described that this approach supported them to cater to students’ learning differences and motivated them as well their students in generating effective teaching and learning situation. Several studies have mentioned the benefits of blended approach in catering to learning. One such study is by Black and Wiliam (1998) that indicated that teachers’ grading routine should be accompanied by comments to have more influential effects on student learning. This brings to the core that assessment be it tests, grading, feedback or questioning, must be blended well to serve the functions of assessment as, of and for learning.

Assessment as a learning domain involves serving students and helping students learn.

Trasler (2002) argues that flexibility, variety and adaptability are key factors in attracting, retaining and motivating learners. In regard to this, teachers created diverse assessment choices and diversity. Although it had long-term positive benefits, teachers expressed the difficulty

associated with such diversity. One of the teachers said, “Although I create diversity in homework, one of the costs that comes with diversity is that students don’t take homework seriously.” However, other than travails, diversity fostered more long-term benefits. One of the teachers stated, “Diversity and choices makes students amicable, open and interested towards learning.” Another teacher said, “Diversity and choices allow students to explore learning within their capacity.” Hence, teachers created various forms of diversity to attend to students needs as well to fulfil teachers’ own theory and policy mandates. This finding aligns with Patall, Cooper, and Robinson's (2008) findings about choices that enhance in students their motivation, persistence, performance, and production in students. This kind of approach will also help overcome learning barriers that students face in a traditional classroom.

Although teachers described an evident struggle between their theory and policy mandates, they also offered solutions to overcome these challenges. Moreover, these conflicts made teachers think carefully about how to combine the formalities of summative and formative assessment as well as the policy mandates and their own theory regarding assessment.