The Use of Formative Assessment Techniques in the Geography Subject: A Case Study

Abstract

A proper and effective implementation of formative assessment techniques in the classroom will help to improve students’ learning. Oral questioning, exercises, seatwork, quizzes, discussions, projects, assignments and homework are among the common formative assessment techniques applied by teachers during the T&L process. This paper reports the findings of a qualitative study undertaken to identify the formative assessment techniques used by geography teachers during the teaching and learning process. A case study design was used, and the study was conducted in one secondary school in Perak, Malaysia. Two Geography teachers participated in the study. Data were obtained through observations, interviews and document analysis. Discussion on the finding was based on the use of formative assessment techniques in the teaching and learning process. The study showed both teachers adopted a variety of assessment techniques to improve the students’ learning and help them achieve the learning objectives. The study also noted that the dominant technique was oral questioning, a technique which is functionally complimentary to other techniques and suitable for different purposes. Using various formative assessment techniques is important to enable teachers to make correct decisions based on the students’ skills and levels of ability. Using various assessment techniques also helps to ensure high validity of the constructs measured. As a whole, the finding of the study significantly demonstrates how formative assessment can be effectively implemented as part of the teaching and learning process in a Geography lesson. It also demonstrates clearly how the oral questioning technique can be used as a major technique in formative assessment.