Thai primary teachers’ thinking about formative assessment

This qualitative study highlights Thai primary teachers thinking about, and experiences of, formative assessment in primary science classroom. The analysis captured Thai primary teachers’ understanding of the complex nature of formative assessment, which is best described as a continuum moving from simple to more complex. Additionally, the analysis revealed a range of factors influencing Thai primary teachers’ decision to implement formative assessment practices. Embedded assessment practices, driven by Thai cultural aspects and teachers’ perspectives about learning and teaching science, should be considered as a way forward to best support Thai students science learning.