Exploring Formative Assessment in the English language Mainstream Classroom in the UAE Public High Schools

Abstract

The role of formative assessment in enhancing learning outcomes has gained increasing attention in recent years. However, substantial evidence suggests that formative assessment continues to be misinterpreted across various educational contexts. This study explored English language teachers’ and students’ perceptions and practices of formative assessment within mainstream high school English classrooms in the United Arab Emirates (UAE). It also investigated the barriers that hinder its effective implementation. Grounded in cognitive and social constructivist traditions, particularly Vygotsky’s sociocultural theory of learning (1978), the study employed a qualitative case study design across four public female high schools in the UAE. Data was collected through semi-structured interviews, classroom observations, and document analysis. Participants included four female teachers, 76 female students, two school principals, the Assistant Undersecretary for Educational Policies, the Director of the Exams and Assessment Department, and a curriculum specialist from the Ministry of Education. The data were transcribed, coded, and analyzed using the constant comparative method. Cross-case analysis revealed a widespread misunderstanding of the concept and purpose of formative assessment among teachers. The findings also highlighted significant gaps between teachers’ practices and the expectations of policymakers and educational leaders in the UAE. The study concludes that addressing teachers’ misconceptions and misaligned beliefs, fostering teacher agency, and integrating student voice into reform initiatives are essential for the successful implementation of educational policy. Keywords: formative assessment, formative feedback, teacher beliefs, UAE educational policy