ASSESSING ENGLISH TEACHERS’ PERCEPTIONS AND PRACTICES OF FORMATIVE ASSESSMENT IN ENGLISH WRITING CLASSES: THE CASE OF SECONDARY SCHOOLS IN HARAMAYA WOREDA, EAST HARARGHE ZONE

Abstract

The purpose of this study was to assess the perceptions and practices of English teachers regarding formative assessment in English writing classes at Haramaya Woreda Secondary Schools. A descriptive survey design involving both quantitative and qualitative methods was employed. The study utilized data collection instruments such as a questionnaire, an interview, document analysis, and classroom observation. Since the total population of teachers was small, an availability-sampling technique was used to include all available teachers in the study. The questionnaire was analyzed quantitatively, using the Statistical Package for Social Science (SPSS), and interpreted using mean, percentages, and frequency. Interview, document analysis, and classroom observation were analyzed qualitatively and interpreted using word explanation. The results of the study showed that English teachers had positive perceptions of the benefits of formative assessment for improving students' writing skills. In addition, the statistical correlation analysis revealed that positive and significant correlation between teachers' perceptions and their practices r =.680, p<0.01). However, qualitative data showed that teachers' practices were poor, relying only on summative assessment, and teachers' perceptions and practices did not match. Generally, teachers’ low practices of formative assessment, large class sizes, lack of resources, and lack of student and teacher interest were the main factors for students’ problems in writing skills. Even though these are challenges to practice writing skills with integrated formative assessment, it was recommended to provide supportive tutorials, pay high attention to writing skills, and offer training directed at focusing on formative assessment, particularly in English writing classrooms