EXPLORING TEACHERS’AND STUDENTS’ PERCEPTIONS ON ASSESSMENT FOR LEARNING IN SCIENCE: HOW CAN STUDENTS’ SELF-DIRECTED LEARNING BE ENCOURAGED?

Assessment for learning remains under-utilized in the science classroom in North Carolina as greater emphasis is placed on assessment of learning. The aim of this paper was to find out how teachers and students perceived assessment for learning and how self-regulation in the learning of science can be enhanced. For this study, interviews were carried out with six, 7th grade science teachers from three middle schools out of the eleven middle schools in the county. The study also included focus groups with 50 students aged between 12 years and 15 years from the three schools. Results showed that assessment for learning positively impacts on students’ motivation, engagement, self-efficacy, autonomy and improves the quality of lessons and teacher preparation for such lessons. Most of the teachers reported that using formative assessment for their students was effective in improving students and their own perception of assessment, they also pointed out that the use of formative assessment improved students’ self-efficacy and self-regulation. Most students indicated that assessment for learning promotes cooperation with peers while making assessment interesting and stress free. Most students also reported that formative assessment provided them with platforms for self-assessment and self-feedback as they compare their work against set standards and criteria for success. Results from the study also showed that most of the students involved felt comfortable working as individuals when teachers had provided adequate criteria for success. Students highlighted the importance of recognition for their effort from their peers and teachers. Students further stress that lack of adequate feedback and encouragement from teachers is demotivating. The impact that assessment for learning has on students’ self-regulation should be further investigated. Findings from this study may be used in improving science assessment in secondary schools.  Recommendations and suggestions for policy makers are further suggested.