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.


formative assessment; research context, English Language, mixed-methods, trustworthiness, self-assessment, peer-assessment

Author Bio(s)

Dr. Clavia Williams-McBean is a lecturer of Education Measurement and Research in the School of Education, UWI, Mona with 15 years of teaching experience at the secondary and tertiary levels. Her research interests include formative assessment, school-based assessment, educational measurement, teacher professional development, English Language learning, gender, and performance in English Literature. Please direct correspondence to claviawilliams@yahoo.com.

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