| Quantitative Results | Qualitative Results | How Qualitative Approach helped to explain Quantitative Results |
| Beliefs about Formative Assessment in Maths *100% of participants believe that teachers should create opportunities for pupil self-assessment in Math classes *64% of participants agree that peer-assessment in mathematics improves learning
| Participants in focus groups and interviews advocate for the use of alternative assessments measures in online classes e.g. self-assessment and peer-assessment Teachers in focus group discussions agree that assessment should serve the purpose of providing assistive feedback to students Almost all teachers believe that group work develops team spirit and cooperation as well as builds confidence in weaker students | Qualitative interviews confirm quantitative results about the importance of formative assessments in mathematics both in face-to-face modality as well as online settings. While participants agree that formative assessment should provide assistive feedback to students, they acknowledge the challenges of time constraints and other difficulties faced by teachers operating especially in the online environment |
| Classroom Practices in Implementing Formative Assessment *40% of the participants want help to develop formative assessments *50% of respondents admit that they never designate time for student self-assessment | Teachers interviewed indicate that there is no fixed structure or pattern for teachers to follow regarding how formative assessment practices should be conducted in schools. Some confess that this practice does not exist at their schools While some teachers engage in teacher/parent and student conferences, time constraint is a major deterrent in engaging students in this type of formative assessment. | Qualitative interviews highlight the need for teacher workshops to facilitate better understanding of the value of formative assessment. There is also the need for curriculum review to include formative assessment practices by all teachers at all levels in the school system; as well as greater teacher accountability measures in the use of assessment procedures that aid student learning |
| Major Challenges Experienced in Face-to-Face and Online Formative Assessment Practices *67% of respondents admit to experiencing difficulties implementing face-to-face formative assessment *88% of teachers find it challenging to implement online formative assessment | Respondents point to the time-consuming nature of formative assessment, due to heavy workloads Persons interviewed generally believe that online formative assessment is difficult to conduct, lacks validity and is extremely time consuming | Qualitative interviews corroborated quantitative findings on the need for formative assessment to be conducted on a regular basis. Participants agree that feedback obtained through formative assessment and communicated to parents, also facilitates effective intervention by parents on a continual basis rather than a one-off event in a term test report. There is the widespread view, however, that the existing structure of the Trinidad and Tobago education system does not allow for proper and effective feedback mechanisms. |