Exploring Teachers’ Beliefs, Understanding, and Practices of Formative Assessment and Professional Development: A Case Study

Abstract

Formative assessment (FA) has gained international recognition as a powerful approach for improving student learning by providing real-time feedback and allowing teachers and students to adjust their instruction and learning accordingly. In New South Wales (NSW), Australia, the implementation of FA remains inconsistent, despite policy frameworks encouraging its use; the potential benefits of FA are widely acknowledged, however, significant barriers continue to limit its consistent application. This study explored how five NSW public secondary school teachers understand and implement FA, their beliefs and attitudes about FA, the barriers they face, and the role of professional development in supporting their practice. Utilising a qualitative multiple-case study approach, the research involved classroom observations, semi-structured interviews, and questionnaires with teachers across five separate urban and suburban schools. The study revealed that while teachers generally recognise the importance of FA, their application of these strategies is hindered by significant challenges, including time constraints, heavy workloads, and limited access to sustained, relevant professional development. Many teachers also struggle to bridge the gap between theoretical knowledge of FA and its practical application in their classrooms. In light of these findings, the study recommends more structured and targeted professional development opportunities tailored specifically to FA. The study concludes that for FA to be more effectively integrated into NSW secondary schools, systemic changes at both the school and policy levels are necessary to provide the necessary support and resources for teachers. Although based on a small sample, this research offers valuable insights into the challenges faced by teachers in NSW public schools and provides practical recommendations for enhancing FA implementation.