Assessing the Assessors: A Qualitative Study of Teacher Preparedness for Formative Evaluation

Abstract

While formative assessment is widely advocated in educational policy and pedagogy, teacher preparedness to implement it effectively varies significantly. This qualitative study investigates how teachers conceptualize their preparedness for conducting formative assessment. Through semi-structured interviews with 21 primary and secondary educators in urban and rural districts, the study explores perceptions of assessment knowledge, skill, and confidence. Analysis revealed four dimensions of preparedness: theoretical understanding, practical adaptability, confidence in feedback delivery, and reflective competence. Many teachers reported feeling underprepared during their initial years of practice, highlighting a disconnect between preservice training and real-world classroom demands. Ongoing professional development, mentorship, and collaborative planning were identified as critical supports. The study contributes to the discourse on assessment literacy and underscores the need for systematic preparation of teachers for formative assessment roles.