SCIENCE TEACHERS’ PERCEPTIONS ON USING MOBILE-BASED FORMATIVE ASSESSMENT FOR INQUIRY-BASED TEACHING: BENEFITS AND CONSTRAINTS

"The proliferation and use of mobile technologies in and outside the classroom has contributed to the rapid extensive implementation of mobile-based teaching and learning practices across the globe. In the 21st century, using mobile devices for assessment purposes has become the new and important phenomenon for researchers and teachers. This paper reports the findings of a qualitative case study of four science teachers’ perceptions on the use of mobile-based formative assessment for inquiry-based teaching within their classrooms. Participant teachers were purposively selected from schools around the Gauteng Province, South Africa. Data was gathered through baseline questionnaire, classroom observations and stimulated-recall discussions. The findings from the baseline questionnaire indicated that all four participating teachers have adequate knowledge and understanding on using inquiry-based teaching, formative assessment, and technology. Challenges such as inadequate teaching and learning time, inadequate resources, no-cell phone school policy, unstable network connectivity and teachers’ inadequate knowledge and skills were established from classroom observations and stimulated-recall discussions as common barriers to effective enactment of mobile-based formative assessment for inquiry-based teaching from all the four teachers. The four science teachers indicated benefits of implementing mobile-based formative assessment for learners such as enhanced learner engagement, participation, motivation, and learners having fun while they comprehend scientific concepts during the learning process. Although the use of mobile-based formative assessment was reported to be beneficial in the teaching and learning experience, science teachers also mentioned that the curriculum must be flexible in terms of time allocated, for mobile-based formative assessment to be effectively implemented during inquiry-based teaching."