This paper aims to explore the implementation and conception of formative assessment (FA) by middle school teachers in Macao (N=57) and examines the factors that influenced its implementation. A Convergent mixed method was applied in this paper and two types of data were collected. Quantitative data was collected through two questionnaires: 1) One questionnaire was adapted from Ramsey and Duffy (2016) which was applied to assess teachers’ frequency of FA implementation. Three experts were also invited to examine the content validity of this questionnaire. 2) The other questionnaire, named Conceptions and Practices of Formative Assessment Questionnaire (Yan & Cheng, 2015; Yan et al, 2022) was applied to assess both personal variables and contextual variables of FA implementation. This qualitative data was collected through semi-structured interviews, and traditional inductive thematic analysis was applied for data analysis. The results of mixed method data firstly indicated that: a) Teachers had significantly positive instrumental attitudes, moderately positive affective attitudes, and high self-efficacy towards implementing FA; b) Teachers had limited understanding of FA and such lack might be related to inadequacy of professional training and overly theoretical content in such training; and c) Variables such as affective attitude, instrumental attitude, self-efficacy, and school environment were significantly positively correlated with the implementation of FA strategies. Variables such as instructional environment, student characters, and high-stakes assessments were highly positively correlated to some of the FA strategies. Only subjective norm was found to have a significantly positive effect on the implementation of FA.

Authors:
Qi Zixiang, University of Saint Joseph, Macau
Sofia Serra, University of Aveiro, Portugal
Tchiang Van Man, University of Saint Joseph, Macau

About the Presenter(s)
Currently, QI ZIXIANG is a doctoral candidate in Education program at the University of Saint Joseph, Macao, China.His research interests included formative assessment, singing teaching in general music, and choral pedagogy.

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