Abstract

• The main purpose of this study is to investigate the effect of lifelong learning competencies on formative assessment practices among teachers. The quantitative research design and descriptive survey method were used in this study. A total of 434 teachers from Yangon, Tanintharyi and Magway Regions participated in this study. The participants were selected by using random sampling technique. As the research instruments, teachers’ lifelong learning competencies (LLLCs) questionnaire (Hursen, 2011) and teachers’ formative assessment practices (FAP) questionnaire (DeVellis, 2012) were used. According to the result of descriptive statistics, it can be said that teachers’ lifelong learning competencies and teachers’ formative assessment practices in this study were satisfactory. Next, the results of ANOVA revealed that there were significant differences in teachers’ lifelong learning competencies by educational qualification but not found in teaching experience, age and designation. Furthermore, there were also significant differences in teachers’ formative assessment practices (FAP) by teaching experience, age, but not found in education qualification and designation. According to multiple regression analyses, approximately 60% of the variance in formative assessment practices can be explained by lifelong learning competencies. Therefore, the findings of this study will be benefitted for teachers, teacher educators, principals, policymakers and administrators to have a deeper understanding of the effect of teachers’ lifelong learning competencies on formative assessment practices while considering how to improve productivity and education systems.