Investigating Teachers' formative assessment on students' academic performance: A case study of middle school Teachers at the Wilaya of Tissemsilt .

Abstract

Formative assessment, is regarded as an essential element of effective teaching practices which aims at improving students' academic performance, reveals a gap in research regarding its implementation in Tissemsilt, Algeria, particularly in middle school education. To fill this gap, a case study was undertaken. By demonstrating a passion for teaching, Tissemsilt educators demonstrated a commitment to using formative assessment methods such as questioning, observation, self-assessment, and peer assessment. To improve formative assessment practices, ongoing professional development and support for teachers was recommended, along with the importance of gathering evidence, providing timely feedback, and adapting instruction. according to individual student needs. Based on the research implications, teacher professional development, promoting a multimodal approach to formative assessment, and overcoming barriers through systemic support emerged as crucial strategies