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Abstract
The research context should be carefully considered in qualitative, quantitative, and mixed methods research as it influences the efficacy of the processes and outcomes. This paper describes how contextual factors in the teaching of English in Jamaican secondary schools led to changes in the Wiliam and Thompson (2007) formative assessment framework. Data collected through interviews and observations of 32 teachers of English in the qualitative phase of a mixed-methods study reinforced the conceptualization of formative assessment as a unified framework. However, they elucidated the manifestations of Jamaica’s colonial past and the language context in Jamaican classrooms that necessitated changes to a widely accepted framework. Changes were made to the sequencing of the five aspects to ensure a more effective implementation of the framework in the Jamaican context.
Keywords
formative assessment; research context, English Language, mixed-methods, trustworthiness, self-assessment, peer-assessment
Publication Date
9-17-2021
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 International License.
DOI
10.46743/2160-3715/2021.4800
Recommended APA Citation
Williams-McBean, C. T. (2021). Contextual Considerations: Revision of the Wiliam and Thompson (2007) Formative Assessment Framework in the Jamaican Context. The Qualitative Report, 26(9), 2943-2969. https://doi.org/10.46743/2160-3715/2021.4800
ORCID ID
0000-0003-3434-8913
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Educational Assessment, Evaluation, and Research Commons, Language and Literacy Education Commons, Quantitative, Qualitative, Comparative, and Historical Methodologies Commons, Secondary Education Commons, Social Statistics Commons
