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Bhutanese Secondary School Teachers' Perceptions of Increased CFA Weightings and its Opportunities and Challenges

Tashi Dendup*, Sonam Choden**, Pema Dorji***, Karma Rinzin****

*-*** Yangchen Gatshel Higher Secondary School, Thimphu, Bhutan.

**** Chumig Central School, Bumthang, Bhutan.

Periodicity:July - September'2024
DOI : https://doi.org/10.26634/jpsy.18.1.20778

Abstract

This study seeks to explore and understand the Bhutanese secondary school teacher's perception of increased Continuous Formative Assessment (CFA) weightings and the associated opportunities and challenges. Grounded on pragmatism, this study employed an explanatory sequential mixed methods design. The quantitative and qualitative data were collected through a survey of 370 randomly sampled secondary teachers and 16 participants for 4 FGDs. The descriptive statistics were conducted using Statistical Package for Social Science (SPSS) version 25 to determine the perception of teachers on new CFA weightings, opportunities of CFA, and challenges of CFA. The qualitative data were analyzed by coding and identifying emerging themes. The qualitative and quantitative data findings were triangulated. The result of this study revealed that teachers have a positive perception of the increased CFA weightings.

Keywords

Bhutanese Secondary School, Teachers' Perceptions, Continuous Formative Assessment (CFA) Weightings, Opportunities, Challenges.

How to Cite this Article?

Dendup, T., Choden, S., Dorji, P., and Rinzin, K. (2024). Bhutanese Secondary School Teachers' Perceptions of Increased CFA Weightings and its Opportunities and Challenges. i-manager’s Journal on Educational Psychology, 18(1), 24-41. https://doi.org/10.26634/jpsy.18.1.20778

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