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De Lisle, J. (2015). The Promise and Reality of Formative Assessment Practice in a Continuous Assessment Scheme: The Case of Trinidad and Tobago. Assessment in Education: Principles, Policy and Practice, 22, 79-103.
https://doi.org/10.1080/0969594X.2014.944086

has been cited by the following article:

• TITLE: Exploring Formative Assessment in Mathematics: Teachers’ Authentic Experiences in Online and Traditional Classrooms

  AUTHORS: Gerard Simonette, Stephen Joseph

  KEYWORDS: Formative Assessment, Feedback, Teachers’ Beliefs, Experiences

  JOURNAL NAME: Creative Education, Vol.15 No.4, April 16, 2024

  ABSTRACT: This study utilized a convergent mixed methods design to explore teachers’ beliefs and experiences of formative assessments in mathematics conducted in traditional classrooms and the online environment. Data from questionnaires, focus groups and teacher interviews were analyzed from fifty (50) teachers, purposively drawn from the Victoria Educational District in South Trinidad. Results showed teachers’ consensus on the importance of formative assessment, despite challenges in a summative-driven school culture. Time constraints and teachers’ skill level often hindered the intended formative practices. Teachers also identified a need for structured mandates from administrative bodies to promote a formative assessment culture in classrooms.