Investing in Social Capital to Embrace Formative Assessment

The absence of a collaborative culture and the sporadic use of formative assessment are frequently encountered challenges in Maltese primary schools. This research investigates how primary school leaders in one state college are supporting social capital to enhance the quality of teaching and learning through formative assessment. Data was collected by means of an online focus group interview, followed by semi-structured interviews. The data was analysed through the thematic analysis approach using Microsoft Excel to colour-code the themes that emerged. The themes capture the realities as interpreted by the college primary school leaders within their environment. Findings reveal that the assessment and curricular reforms, combined by the pandemic circumstances, are stimulating the educators to join forces and work collectively. Collaborative opportunities and formative assessment are supported and promoted by the school leaders. This study unveils the importance of collaborative inquiry, through the co-teaching cycle methodology, to impact the quality of daily practices.