Classroom-Based Assessment Practices in the Jordanian Context

Evidence-based research shows that assessment practices of primary-level teachers in Jordan appear to focus on collecting grades for students, rather than gathering evidence to inform their teaching practices (Brombacher, et... [ view full abstract ]

Evidence-based research shows that assessment practices of primary-level teachers in Jordan appear to focus on collecting grades for students, rather than gathering evidence to inform their teaching practices (Brombacher, et al., 2012). Furthermore, the most widely-used assessment practice by Jordanian teachers tends to be written tests, where there is an over-reliance on multiple-choice, selection-type questions and an overemphasis on the recall of information (SABER, 2014). These findings highlight the shortcomings in teacher preparedness to use assessment data to improve their teaching practices, and to support student learning. The Queen Rania Foundation for Education and Development is currently working on developing several innovative projects that target numeracy, literacy and socio-emotional learning at the primary-level in public schools in Jordan. A core component of these projects includes utilizing best practices in formative assessment to support teaching and learning. An overview of these upcoming projects and takeaways for program development and implementation will be presented.