Teacher Perceptions of Equity in Formative Assessment Practices: A Thematic Analysis

Abstract

Equity in formative assessment is essential for fostering inclusive and just learning environments, yet how teachers perceive and interpret equity in daily classroom assessment remains under-investigated. This qualitative study explores secondary school teachers' perceptions of equitable formative assessment practices through in-depth interviews with 20 educators from diverse socioeconomic school settings. Thematic analysis revealed four overarching themes: differentiation as equity, challenges of implicit bias, equity in student participation, and contextual constraints. Teachers emphasized the importance of adapting assessment to learner diversity, while also acknowledging structural and institutional limitations. Notably, equity was often framed not only as fairness in outcomes but also as fairness in opportunities for engagement and feedback. Findings highlight the need for professional development that deepens educators’ critical understanding of assessment equity and supports responsive, context-sensitive practices.