The Changing Process of Classroom Learning Culture by Implementing Formative Assessment

Abstract

In order to achieve the educational reform, it is necessary to start in the classroom where teachers have to change the traditional classroom culture into the new one. This research aimed (1) to compare the traditional classroom learning culture and the new classroom learning culture in five aspects: (a) the attitude and behavior of teachers, (b) the attitude and behavior of students, (c) the interaction between teachers and students, (d) interaction between students and students,
and (e), the classroom environment; (2) to synthesize the process of change in the learning culture in the classroom by implementing formative assessment; and (3) to study the effects of applying the process of change in the learning culture in the classroom by implementing the formative assessment of student outcomes. The target group consisted of teachers, and Grade two and Grade four students of Ban Ko Kao School, Surin Province, from the 1st semester of academic year 2016. Video recordings and interview forms were used to collect data. Qualitative data were analyzed by content analysis; quantitative data were analyzed by computing means, standard deviations, and percentages.
The results revealed that:
1. The comparative analysis of learning culture in the classroom indicated that the traditional classroom culture possessed the following characteristics: (a) teachers emphasized a transfer of knowledge to students; (b) students learned new knowledge by rehearsal; (c) students did not participate in classroom learning; (d) students did not help their classmates; and (e) the classroom environment was stressful. The new classroom learning culture presented the following characteristics: (a) teachers were facilitators; (b) students acquired new knowledge by doing; (c) students bravely shown ideas or ask teachers; (d) students helped their classmates; and (e) students were happy to learn.
2. The synthesis of the process of changing classroom learning culture showed that there were six steps: (a) establishing inspiration among directors; (b) changing the attitude of teachers and in student learning; (c) applying the learning process integrated with formative assessment; (d) coaching and monitoring; (e) organizing the professional learning community; and (f) taking the lessons studiously.

3. It was found that, after applying the six steps, students in Grade two and Grade four had learning outcomes of 81.37% and 85.11%, respectively. Moreover, teachers were satisfied at the highest level. Finally, students were, at a high level, satisfied with having the learning activities integrated with formative assessment.