IMPLEMENTING FORMATIVE ASSESSMENT: TEACHERS’ PERCEPTIONS AND CHALLENGES IN MEDICAL COLLEGES OF PESHAWAR, PAKISTAN; A QUALITATIVE STUDY
DOI:
https://doi.org/10.69723/njms.04.03.0579Keywords:
Formative assessment, Teacher, Medical college, Assessment, Implementation, Challenges, Qualitative study, Professional developmentAbstract
BACKGROUND: Formative assessments (FA) play an important role in medical education as they provide immediate feedback, assist students in recognizing deficiencies in their comprehension, and enhance their clinical competencies. Teacher awareness, motivation, resource accessibility, and continuous support are various aspects for the successful implementation of these initiatives.
OBJECTIVE: The objective of the study was to investigate the teachers’ perceptions and challenges faced in the implementation of formative assessment at medical colleges in Peshawar, Pakistan.
METHODOLOGY: A qualitative study was applied by utilizing semi-structured interviews with a purposive sample of a total of twelve participants from medical colleges of Peshawar. Thematic analysis was employed to identify recurring themes of awareness, motivation, and the resources necessary for FA implementation.
RESULTS: Based on the teacher's perception, two major themes were identified: the challenges in implementing formative assessment, and the second is suggested solutions. The major challenges were time restrictions, which frequently hindered the regular and comprehensive assessments, while insufficient resources and inadequate training restricted their ability to deliver complete feedback. The absence of clear guidelines and acknowledgment for new techniques, along with restricted chances for feedback, further hindered the implementation of formative assessments. Resource allocation and staff training were the main recommendations.
CONCLUSION: The effective adoption of formative assessments necessitates not only awareness and motivation but also an effective support system. Institutions must confront issues such as time limitations, resource inadequacies, and insufficient training via focused professional development and pragmatic workshops. Equipping the teachers with assessment tools, protocols, and technology can mitigate resource constraints.
KEYWORDS: Formative assessment, Teacher, Medical college, Assessment, Implementation, Challenges, Qualitative study, Professional development
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