The purpose of this study is to investigate aspects of formative assessment in social studies classroom of elementary school and elementary teacher's understanding on formative assessment. For this purpose, the researcher carry out qualitative case s...
The purpose of this study is to investigate aspects of formative assessment in social studies classroom of elementary school and elementary teacher's understanding on formative assessment. For this purpose, the researcher carry out qualitative case study focused on participative observation and in-depth interview with four elementary teachers in two elementary schools. Results of data analysis are as follows: First, elementary teachers show lack of understanding on formative assessment, and they have tendencies to use formative assessment as subsidiary instrument for summative assessment focused to knowledge area. Second, there are many formal and informal forms in formative assessment, and each teacher has practice various assessment patterns in phases of classroom. But the focus of assessment is to find a level of whole student's understanding, and feed-backs to each student are not sufficient. The researcher understand elementary teacher's carrying formative assessment out in social studies classroom as 'formative assessment to adjust to institutional environment', 'formative assessment to practice unconsciously', 'formative assessment to practice at his discretion'.