Formative Classroom Assessment in Malaysia: Primary vs Secondary School Comparisons

Abstract

Classroom Assessment is a systematic approach to formative assessment, used by teachers to evaluate and understand students’ learning. When applied appropriately, hold significant potential to enrich educational experiences, improve communication, and foster social engagement, while also potentially reducing learning obstacles for certain student groups. The current study aimed to investigate how digital technology, particularly smartphones is integrated into formative assessment practices in Malaysian primary and secondary education, examining issues such as internet access, smartphones usage, and teachers' formative assessment implementations. 251 volunteer qualified teacher (Primary = 114; Secondary = 137) completed an online survey to explore schools’ internet connectivity, smartphone culture, and formative assessment practices. Results showed similarities in connectivity and engagement with formative assessment across educational levels, but differences in smartphone culture, with less tolerance of usage at Primary levels and greater tolerance at Secondary levels. Discussion focuses on the importance of digital literacy and encouraging responsible device usage at early stages, as well as opportunities and challenges around device usage in-class. It is clear that formative assessment is a vital element of effective education, and educational technology based around clear standards and practices can enhance the experience of learners and educators.