Difficulties in Allying Formative Assessment in Science Curriculum from Science Teachers' Point of View

Abstract

This study aimed at investigating how Omani science teachers see the application of the formative assessment inside the classroom and the difficulties that face them. A survey based on questionnaire consisting of (30) items, was used. The validity of the questionnaire was checked by (8) judges, whereas, the reliability calculated by Cronbach Alfa for internal consistency which gave value of (0.88). One hundred and thirteen (113) science teachers participated in the survey. In addition and based on the analysis made of the questionnaire, an open discussion with twenty (20) science teachers was hold to elaborate more on these difficulties. The results showed that science teachers face many difficulties in applying the formative assessment in the classroom. In addition, the results showed no significant differences when applying the formative assessment due to teacher gender, experience and the place where they graduated. In the light of the above results, some recommendations and suggestions were proposed.