Using Formative Assessment Despite the Constraints of High Stakes Testing and Limited Resources: a Case Study of Chemistry Teachers in Anglophone Cameroon
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Western Michigan University ScholarWorks at WMU Dissertations Graduate College 1-1-2011 Using Formative Assessment Despite the Constraints of High Stakes Testing and Limited Resources: A Case Study of Chemistry Teachers in Anglophone Cameroon George Viche Akom Western Michigan University Follow this and additional works at: https://scholarworks.wmich.edu/dissertations Recommended Citation Akom, George Viche, "Using Formative Assessment Despite the Constraints of High Stakes Testing and Limited Resources: A Case Study of Chemistry Teachers in Anglophone Cameroon" (2011). Dissertations. 331. https://scholarworks.wmich.edu/dissertations/331 This Dissertation-Open Access is brought to you for free and open access by the Graduate College at ScholarWorks at WMU. It has been accepted for inclusion in Dissertations by an authorized administrator of ScholarWorks at WMU. For more information, please contact [email protected]. USING FORMATIVE ASSESSMENT DESPITE THE CONSTRAINTS OF HIGH STAKES TESTING AND LIMITED RESOURCES: A CASE STUDY OF CHEMISTRY TEACHERS IN ANGLOPHONE CAMEROON by George Viche Akom A Dissertation Submitted to the Faculty of The Graduate College in partial fulfillment of the requirements for the Degree of Doctor of Philosophy The Mallinson Institute for Science Education Advisor: Herb Fynewever, Ph.D. Western Michigan University Kalamazoo, Michigan June 2010 NOTE TO USERS This reproduction is the best copy available. UMIs UMI Number: 3470394 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. UMT Dissertation Publishing UMI 3470394 Copyright 2010 by ProQuest LLC. All rights reserved. This edition of the work is protected against unauthorized copying under Title 17, United States Code. uest ProQuest LLC 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 48106-1346 THE GRADUATE COLLEGE WESTERN MICHIGAN UNIVERSITY KALAMAZOO, MICHIGAN Date. 5/13/2010 WE HEREBY APPROVE THE DISSERTATION SUBMITTED BY George Viche Akom ENTITLED Using Formative Assessment Despite the Constraints of High Stakes Testing and Limited Resources: A Case Study of Chemistry Teachers in Anglophone Cameroon AS PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF Doctor of Philosophy Mallinson Institute for Science Education (Department) Dr. Herb Fynewever Dissertation Review Committee Chair Science Education (Program) Dr. Marcia Fetters Dissertation Review Committee Member Dr. Charles Henderson Dissertation Review Committee Member APPROVED Date few fi 7.9,2410 Dean of The Graduate College Copyright by George Viche Akom 2010 USING FORMATIVE ASSESSMENT DESPITE THE CONSTRAINTS OF HIGH STAKES TESTING AND LIMITED RESOURCES: A CASE STUDY OF CHEMISTRY TEACHERS IN ANGLOPHONE CAMEROON George Viche Akom, Ph.D. Western Michigan University, 2010 Formative assessment, as a strategy used to improve student learning, encounters several obstacles in its implementation. This study explores changes in teachers' views and practices as they are introduced to formative assessment in a high stakes testing and limited resource environment. The study examines the extent to which teachers use the technique of formative assessment to engage students in authentic learning even while not sacrificing high test scores on summative assessments. A case study methodology was employed to address the research topic. Science teachers in the West African country of Cameroon were engaged in a process of lesson planning and implementation to collaboratively build lessons with large amounts of formative assessment. Qualitative data from written surveys, group discussions, classroom and workshop observations, and from teacher reflections reveal the extent to which lesson fidelity is preserved from views to planning to implementation. The findings revealed that though the teachers possess knowledge of a variety of assessment methods they do not systematically use these methods to collect information which could help in improving student learning. Oral questioning remained the dominant method of student assessment. The study also showed that the teachers made minimal to big changes depending on the particular aspect of formative assessment being considered. For aspects which needed just behavioral adaptations, the changes were significant but for those which needed acquisition of more pedagogic knowledge and skills the changes were minimal. In terms of constraints in the practice of formative assessment, the teachers cited large class size and lack of teaching materials as common ones. When provided with the opportunity to acquire teaching materials, however, they did not effectively utilize the opportunity. The study revealed a need for the acquisition of inquiry skills by the teachers which can serve as a platform for the implementation of formative assessment. Another implication of the findings is for teacher professional development to be on-going and classroom- based providing opportunities for teachers to experience and try new teaching methods. ACKNOWLEDGMENTS I would like to acknowledge the guidance and support, first and foremost, of my committee members: Dr. Herb Fynewever, who as the chair of the committee was relentless in his efforts in seeing me complete this project, Dr. Charles Henderson, and Dr. Marcia Fetters for their tons of valuable advice without which accomplishing this project would have been impossible. I wish to thank the faculty, staff and students of the Mallinson Institute for Science Education, under the distinguished leadership of Dr. Bill Cobern, for all the help I received from them during my stay at the institute. I would like to extend special thanks to Dr. Robert Poel, who by setting up the Endowment Fund, made it possible for me to travel to Cameroon for data collection. Lastly, I would like to thank my entire family, especially my wife Comfort, for their constant support. I wish to thank them for enduring all sorts of hardship during my absence. I hope all of us will benefit from this rare opportunity that The Almighty has blessed me with. George Viche Akom u TABLE OF CONTENTS ACKNOWLEDGMENTS ii LIST OF TABLES xi LIST OF FIGURES xiii CHAPTER I. ABOUT THIS STUDY 1 Introduction 1 Background of the Study 1 What is Formative Assessment? 2 Cameroon: Brief History and Geography 5 General Education in Anglophone Cameroon 6 Secondary Teacher Training in Cameroon 8 Statement of the Problem 10 Research Questions 13 Significance of the Study 14 Overview of the Methodology 15 Conclusions 16 II. LITERATURE REVIEW 18 Introduction 18 Assessment and Formative Assessment 18 Formative Assessment: Differences with Summative Assessment 20 iii Table of Contents—continued CHAPTER Models of Formative Assessment 25 Methods of Collecting Information about Student Learning 28 Feedback in Formative Assessment 33 Obstacles to the Use of Formative Assessment 37 Improving Formative Assessment Practice 39 Reducing Obstacles 39 Involving Students in the Assessment Process 40 Changing Teachers' Formative Assessment Practice 43 Professional Development and Formative Assessment Literacy 43 Conclusion 48 III. METHODOLOGY 49 Introduction 49 Research Paradigm and Methodology 49 Study Participants 50 Research Procedure 52 Questionnaire 53 Group Discussion 53 Lesson Observation and Interviews 53 Assessment Workshop 55 Lesson Planning and Implementation Process 59 iv Table of Contents—continued CHAPTER Follow-up Study 61 Data Analysis 62 Questionnaire 62 Group Discussion, Lesson Observations, and Individual Interviews 62 Assessment Workshop 63 Research Lessons, Post Lesson Discussions, and Reflections 64 Follow-up Study (Lesson Plans, Implementation, and Reflections) 65 IV. FINDINGS 66 Introduction 66 Assessment Questionnaire: Teachers' Views of Assessment 66 Collection and Use of Assessment Information 69 Teacher Feedback 72 Student Involvement in the Assessment Process 74 The Final Eight Participants of the Study 75 Group Discussion: Teachers' Views of Assessment 76 Collection and Use of Assessment Information 77 Teacher Feedback 84 Involving Students in the Assessment Process 84 Summary of Teachers' Views from Questionnaires and Group Discussion 87 Lesson Observations and Interviews 88 v Table of Contents—continued CHAPTER General Lesson Format 88 Collection of Assessment Information 90 Use of Assessment Information 95 Teacher Feedback 96 Student Involvement in the Assessment Process 97 Assessment Workshop: Teachers' Views and Shifts in Views 98 Classroom Vignettes Activity 101 Questioning Activity 102 Interpreting Students' Work and Giving Feedback Activity 104 Teacher Feedback 105 End-of-Workshop Reflections 106 Lessons Learned from the Workshop 107 Summary of Views and Practice from Observed Lessons and Workshop 112 Lesson Planning and Implementation 113 Lesson Observation: Group 1 - Lesson 1 113 Use of Formative Assessment Cycle 113 Collection of Assessment Information 114 Teacher Feedback 115 Student Involvement in the Assessment Process 116 Post-Lesson Discussion 117 VI Table of Contents—continued CHAPTER Use of Formative Assessment Cycle 117 Information Collection Methods 117 Teacher Feedback 118 Student Involvement in the Assessment Process 119 Lesson Observation: Group 1 - Lesson 2 120 Use of Formative Assessment Cycle 120 Collection of Assessment Information 120 Teacher Feedback 122 Student