September 5, 2025Open Access

Influences of Selected personal and Contextual Factors on Primary School Teachers’ Formative Assessment Practices in Sheger City

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Teachers' formative assessment practices vary widely, indicating discrepancies between self-reports and actual observations.
Most teachers claimed proficiency in formative assessment, yet classroom observations showed limited use of these practices.
Personal factors and contextual influences, such as lack of training and support, hinder effective formative assessment implementation.
The study utilized mixed methods involving observations, surveys, and interviews to gather comprehensive data on assessment practices.

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Mixed methods research reveals contextual and personal factors impacting teachers' formative assessment practices.

Terefe et al. (2025) studied this question.

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