Innovation in Language Learning
Teachers’ Attitudes on Formative Assessment in the Context of Slovakia’s New Curriculum Reform
Natália Rozmanová, University of Prešov (Slovakia)
Abstract
The current paper seeks to investigate the attitudes of teachers working in primary schools towards the formative assessment in connection with the new curriculum reform in Slovakia, with a focus on its implementation in foreign language education. It particularly focuses on formative assessment strategies to understand how it is used in practise. The primary research tool used to collect data is the semi-structured interview. The new curriculum reform emphasizes developing pupils’ metacognitive skills; thus, encouraging them to plan, reflect on, and take ownership of their own learning. Moreover, it promotes a more student-centred approach. The present research intends to examine how teachers perceive formative assessment within the framework of the new curriculum reform in Slovakia. It aims to determine the extent of teachers’ awareness of formative assessment strategies, including peer assessment or self-assessment, and how they are applied in daily teaching practice. Furthermore, the research explores whether teachers adjust their assessment strategies to support pupils’ engagement, motivation, and learning outcomes. However, the findings suggest that while most teachers are aware of the principles of formative assessment, its consistent implementation prevails, and remains a challenge. As a result, many teachers still rely solely on summative assessment because of time constraints.
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Keywords |
attitudes, curriculum reform, formative assessment, foreign language |
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REFERENCES |
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