Fa’afatāmanu talafeagai mo lesona fa’asaienisi: O le tu’ualalo mo a’oga a faia’oga saienisi fa’aōliōli. A culturally appropriate formative assessment in science lessons: Implications for initial science teacher education.

This study set out to find the views of Samoan teachers on formative assessment and to document any cultural aspects of the fa’aSamoa (or Samoan culture) that could hinder the use of formative assessment in science classrooms. In addition, the research was also an opportunity for professional development of teachers on doing formative assessment. The culturally constructed le-tautala or pupil silence in the classrooms that was mentioned by teachers seemed to hinder formative interactions in classrooms. Written worksheets from this study seemed to be culturally appropriate for doing formative assessment because it provided a way to overcome le-tautala, since the worksheets solicited responses from all pupils. At the same time these written formative assessment worksheets have the potential to enhance Samoan pupils learning of science concepts because of the opportunity provided for feedback and feedforward.

Grantor dc:publisher.institution

University of Waikato

Year dc:date.issued

2011

Author dc:creator

• Lee-Hang, Desmond Mene

Advisors dc:contributor.advisor

• Bell, Beverley
• Cowie, Bronwen

• culturally appropriate
• formative assessment

Statement dc:rights

• All items in Research Commons are provided for private study and research purposes and are protected by copyright with all rights reserved unless otherwise indicated.

Licence

• https://researchcommons.waikato.ac.nz/bitstreams/c16e7fb0-6fa3-487f-8071-dfa37bb5565d/download