The Role of Formative Assessment in Enhancing the Educational Process: Perspectives of Teachers in Public Schools of Jerash Governorate

This study aimed to identify the role of formative assessment in improving the educational process from the perspectives of teachers in public schools in Jerash Governorate. The study employed a descriptive survey approach, using a questionnaire to collect data. The sample consisted of 820 teachers, both female and male, working in public schools under the Education Directorate of Jerash Governorate. The findings indicated that the level of formative assessment in improving the educational process was moderate, with an average score of 3.64. Additionally, the results showed no statistically significant difference in perceptions of the role of formative assessment based on teachers' gender. However, there was a significant difference concerning teachers' qualifications, favoring those with postgraduate degrees. Based on these results, the researcher made several recommendations, the most important of which is to encourage teachers to utilize formative evaluation and to provide the necessary resources and support to enable their effective implementation.