Teachers’ Perception towards Formative Assessment Practices at the Secondary Level in Mayurbhanj District: An Empirical Study

Abstract

Background: Formative assessment plays an important role in improving teaching–learning processes by providing continuous feedback and supporting students’ learning progress. Understanding teachers’ perceptions toward formative assessment practices is essential for effective implementation in classrooms.

Objective: The present study aimed to examine teachers’ perceptions toward formative assessment practices at the secondary level in Mayurbhanj district and to identify challenges faced by teachers in implementing formative assessment.

Methodology: A descriptive survey method was adopted for the study. The sample consisted of 100 secondary school teachers selected from 10 secondary schools of Baripada block in Mayurbhanj district using a simple random sampling technique. Data were collected using a structured questionnaire consisting of 25 items based on a five-point Likert scale. The collected data were analyzed using percentage analysis.

Results: The findings revealed that most teachers hold positive perceptions toward formative assessment practices. Teachers reported regularly analyzing student performance, providing feedback, conducting pre-assessments, and adapting instructional strategies based on assessment results. Teachers also emphasized student participation in learning through questioning, reflection, and peer feedback. However, some teachers indicated challenges such as time constraints and the continued influence of traditional assessment practices.

Conclusion: The study concludes that formative assessment is widely recognized by teachers as an effective strategy for improving student learning and instructional practices. Strengthening teachers’ professional development and providing institutional support can further enhance the implementation of formative assessment in secondary schools.