The implementation of continuous assessment in Integrated Science in Maltese state schools

Abstract

Continuous Assessment (CA) is made up of assessment practices which take place within the natural setting of the classroom (Carlson et al., 2003). CA is aimed at moving away from summative assessment, toward formative assessment (William, 2011), where students are encouraged to become autonomous learners. However, Carless (2011) found that teachers rarely use the data they collect from CA tasks formatively, but rather use it for record-keeping purposes only. Therefore, the main aim of this research study was to explore the introduction and implementation of CA in Integrated Science in Maltese State schools to find out how teachers were implementing CA and the challenges that they were facing. This study involved seven science educators: two Education Officers, two Heads of Department and three science teachers. After receiving consent according to the ethical guidelines of the University of Malta, three focus group interviews were held with the participants using open-ended discussion and dialogue. The data collected was then analysed thematically by coding emergent themes and using participant quotations to develop a coherent narrative. A key point which emerged from this study is that the teachers navigated through the CA reform using adaptability. Initially, they were resistant to the removal of half-yearly examinations, however, they adapted to this change by incorporating summative tests into their school-based assessment. As a result of collaborating with the EOs, teachers were able to implement new assessment methods which include project-based learning, role play, and peer-assessment. The need for more dialogue between policy makers, EOs, and teachers also emerged, along with the need for more professional development sessions through which teachers can be trained on how to deal with CA better. This research study has brought some current issues regarding CA implementation to light, the teachers and EOs are doing a great job at creating assessment tasks which engage the students and motivate them to become autonomous learners, however, there is still the need to focus on how CA can be a formative experience for both teachers and students.