Investing in Social Capital to Embrace Formative Assessment

Authors

DOI:

https://doi.org/10.62695/VXBR1991

Keywords:

Social capital, Formative Assessment, Thematic Analysis, Collaborative Inquiry

Abstract

The absence of a collaborative culture and the sporadic use of formative assessment are frequently encountered challenges in Maltese primary schools. This research investigates how primary school leaders in one state college are supporting social capital to enhance the quality of teaching and learning through formative assessment. Data was collected by means of an online focus group interview, followed by semi-structured interviews. The data was analysed through the thematic analysis approach using Microsoft Excel to colour-code the themes that emerged. The themes capture the realities as interpreted by the college primary school leaders within their environment. Findings reveal that the assessment and curricular reforms, combined by the pandemic circumstances, are stimulating the educators to join forces and work collectively. Collaborative opportunities and formative assessment are supported and promoted by the school leaders. This study unveils the importance of collaborative inquiry, through the co-teaching cycle methodology, to impact the quality of daily practices.

Author Biography

Gertrude Tabone, Ministry for Education, Sport, Youth, Research and Innovation

Gertrude Tabone is a Head of Department in Assessment for Learning supporting a state college, with twenty years of teaching experience in the primary sector. Currently, she promotes active learning and motivates educators to implement a learner-centred approach using formative assessment practices. She coordinates and provides curricular support, while collaborating with other departments to optimise professional learning.

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Published

17-11-2022

How to Cite

Tabone, G. (2022). Investing in Social Capital to Embrace Formative Assessment. Malta Journal of Education, 3(2), 208–230. https://doi.org/10.62695/VXBR1991

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