Exploring the Primary School Teachers’ Perceptions, Practices and Challenges in Implementing Formative Assessment: Evidence from Urban Sindh, Pakistan

Abstract

This study explores primary school teachers’ perceptions, practices, challenges, and proposed solutions regarding the implementation of formative assessment in urban Sindh, Pakistan. Grounded in a qualitative phenomenological design, the research aimed to understand teachers’ lived experiences and the meanings they attribute to formative assessment within their classroom contexts. Data were collected through semi-structured interviews with ten purposively selected public primary school teachers in Sukkur. The interviews were conducted in Sindhi and Urdu, audio-recorded with consent, transcribed, translated into English, and analyzed using Braun and Clarke’s (2006) six-phase thematic analysis approach. The findings reveal that teachers perceive formative assessment as a dynamic and reflective pedagogical tool that supports instructional adjustment, enhances professional growth, and fosters stronger teacher-student relationships through continuous dialogue and feedback. Participants described formative assessment as a “daily mirror” and a “conversation rather than an examination,” emphasizing its role in responsive teaching and emotional support. However, several contextual barriers hinder its effective implementation. These include limited parental understanding of formative assessment, with a predominant focus on summative grades; curriculum rigidity and exam-driven instructional demands that restrict flexibility; and a weak culture of peer collaboration characterized by limited professional learning communities and competitive norms. To address these challenges, teachers proposed context-sensitive strategies such as enhancing parental engagement through workshops, visual learning evidence, and digital communication platforms; integrating formative assessment into curriculum planning through teacher-led customization; and cultivating collaborative professional learning communities supported by mentoring, peer observation, and leadership involvement. The study underscores that sustainable implementation of formative assessment in primary education requires institutional flexibility, stakeholder collaboration, and culturally responsive communication. By providing localized insights from an under-researched region of Sukkur, Sindh, Pakistan, this research contributes to the literature on learner-centered assessment reform and offers practical implications for policy and school-level practice.