The implementation of formative assessment based on teaching at the right level in elementary schools

Abstract

This study examines the implementation of formative assessment oriented to Teaching at the Right Level (TaRL) in elementary schools in Rilau Ale District, Bulukumba, with emphasis on assessment planning, classroom implementation, and the use of assessment evidence. A qualitative descriptive approach was employed. The findings show that teachers begin by conducting brief diagnostic activities to identify pupils' literacy and numeracy levels and use the results to organize learning groups according to actual ability. During instruction, teachers apply simple and varied formative instruments on a regular basis to monitor progress and adjust learning activities. Assessment information is subsequently used to refine lesson planning, determine remedial and enrichment activities, and communicate pupils' progress with parents and fellow teachers. Teachers also reported improvements in students' participation, confidence, motivation, and foundational skills, while school leaders provided support for continued implementation. These findings indicate that TaRL-based formative assessment can strengthen adaptive and inclusive learning when assessment evidence is consistently translated into instructional decisions, in line with Vygotsky's view of learning support within students' proximal developmental needs.