FORMATIVE BUT FRUSTRATING: IDENTIFYING THE CONSTRAINTS IN ASSESSMENT PRACTICES AMONG B.ED. STUDENTS

Formative assessments play a pivotal role in everyday work in the classroom. It is used in the educational field to know the priority needs that should be addressed. The present paper seeks to shed light on the formidable constraints faced by the B.Ed. students in the incorporation of formative assessment strategies within their educational settings and to propose recommendations for the successful application of these strategies for optimizing their educational attainment and promoting continuous academic growth. A quantitative research design was adopted for the present study. A “formative assessment constraint scale” and a questionnaire were administered for collecting data from the 4th semester B.Ed. students of Tezpur University of the academic year 2023-24. Findings indicated that B.Ed. students encountered constraints in time management, a lack of clarity in feedback, understanding the motives behind the different formative assessments and struggles with workload pressure due to consecutive formative assessments. Regarding recommendations, they suggested for institutional support for better integration of formative assessment and suggested about certain best practices for the successful application of formative assessment strategies within the educational settings of the B.Ed. classroom.