CONSTRAINTS IN IMPLEMENTING FORMATIVE ASSESSMENTS: TEACHERS‟ VOICE TOWARD THE PRINCIPLE OF ASSESSMENT FOR LEARNING
Learning assessments can serve two purposes, formative and summative. The first is commonly associated to assessment for learning while the latter is aggregated as assessment of learning. However, formative assessment has often played second fiddle to summative assessment. While there have been several studies which proved the significant effect of formative assessments to increase student achievement in learning, not many teachers do practice formative assessments due some reason. This study aims to discover English teachers‘ experiences regarding formative assessment so as to identify key problems and challenges they face in implementing. This research employed qualitative design in which deep exploration of the phenomenon was conducted. The study revealed that teachers‘ main constraints lay on, insufficient knowledge of formative assessments, time management, and the absence of formal guidance from the authority.