Exploring Formative Assessment Practices in Public Secondary Schools in Kicukiro District

John Peter Kazinyirako; Philothère Ntawiha; Jean Leonard Buhigiro; Ildephonse Ndayambaje

doi:10.51867/ajernet.5.2.33

Authors

John Peter Kazinyirako
kazinyirakojpeter@gmail.com
University of Rwanda https://orcid.org/0009-0002-4086-4391
Philothère Ntawiha University of Rwanda https://orcid.org/0000-0002-5817-229X
Jean Leonard Buhigiro University of Rwanda https://orcid.org/0000-0002-6511-3175
Ildephonse Ndayambaje East African Christian College, Rwanda

Keywords:

Assessment, Feedback, Formative Assessment, Peer Assessment, Self-Assessment

Abstract

Various scholars acknowledged that formative assessment play a vital role in increasing students’ academic achievement. The main purpose of this study was to explore formative assessment practices in public secondary schools in Kicukiro District. The specific objectives of the study were to investigate how teachers plan for formative assessment in public secondary schools in Kicukiro district, to discover how teachers use formative assessment techniques in electing students learning evidence in public secondary schools in Kicukiro district and to assess how teachers provide formative assessment feedback to students in public secondary schools in Kicukiro district. The study used descriptive survey research design. The study was guided by Sadler’s theory of formative assessment founded in 1989. The target population of the study was 220 teachers and 13 deputy head teachers in charge of studies. A sample of 142 teachers were selected using simple random sampling while 13 deputy head teachers in charge of studies were included in the study purposively. Questionnaires, semi-structured interview and lesson observation checklist were used as research instruments in collecting data from respondents. Quantitative data were analysed using descriptive statistics such as means and standard deviations whereas thematic analysis was used for analysing qualitative data. The quantitative data were presented in tables while qualitative data were presented in the text. The findings indicate that the practices related to planning for formative assessment (M=2.41, SD=1.01) are rarely practiced in public secondary schools in Kicukiro District. It was also revealed that practices related to eliciting evidences of students’ learning (M=2.76, SD=1.11) were practiced sometimes. Finally, it was revealed practices related to formative assessment feedback (M=2.33, SD=1.01) were rarely done. The study recommended that National Examination and School Inspection Authority should strengthen the practices of formative assessment at school levels. Future researchers were recommended to replicate the study in other region beyond Kicukiro District.

Dimensions

REFERENCES

Antoniou, P., & James, M. (2014). Exploring formative assessment in primary schools' classroom: Developing Framework of Action and strategies. Educational Assessment Evaluation and Accountability 26,153-176. https://doi.org/10.1007/s11092-013-9188-4 DOI: https://doi.org/10.1007/s11092-013-9188-4

Arrafi, M., & Sumarni, B. (2018). Teachers' understanding of formative assessment. Lingua Cultura,12(1),45-52. https://doi.org/10.21512/lc.v12i1.2113 DOI: https://doi.org/10.21512/lc.v12i1.2113

Bahati, B., Tedre, M., Fors, U. N. O., & Mukama, E. (2016). Exploring feedback practices in formative assessment in Rwandan higher education: A multifaceted approach is needed. International Journal of Teaching and Education, 4(2), 1-22. https://doi.org/10.20472/TE.2016.4.2.001 DOI: https://doi.org/10.20472/TE.2016.4.2.001

Black, P., & William, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability (formerly: Journal of personnel evaluation in education), 21, 5-31. https://doi.org/10.1007/s11092-008-9068-5 DOI: https://doi.org/10.1007/s11092-008-9068-5

Black, P., Harrison, C., Lee, C., Marshall, B., & Dylan, W (2002): Working inside the box: Assessment for learning in the classroom. London: King's College London Department of Education and Professional studies.

Box, C. (2018). Formative Assessment in United States Classrooms: Changing the landscape of Teaching and learning. Springer International Publishing. https://doi.org/10.1007/978-3-030-03092-6 DOI: https://doi.org/10.1007/978-3-030-03092-6

Carter, E., Onwuegbuzie, A., Singal, N., & Velde, L. Van Der. (2021). Perceptions of teaching quality in Rwandan secondary schools : A contextual analysis. International Journal of Educational Research, 109(2), 101843. http://dx.doi.org/10.1016/j.ijer.2021.101843 DOI: https://doi.org/10.1016/j.ijer.2021.101843

Chiziwa, W. K. M. C., & Kunkwenzu, E. D. (2021). Investigating Teacher Assessment Practices in the Teaching of Social Studies in Malawian Primary Schools. Open Journal of Social Sciences, 9, 480-495.

Clark, I. (2012). Formative assessment: A systematic and artistic process of instruction for supporting school and lifelong learning. Canadian Journal of Education, 35(2), 24-40.

Dayal, H. C. (2021). How teachers use formative assessment strategies during teaching: Evidence from the classroom. Australian Journal of Teacher Education, 46(7), 1-21. https://doi.org/10.14221/ajte.2021v46n7.1 DOI: https://doi.org/10.14221/ajte.2021v46n7.1

Dommeyer, C. J., Baum, P., Hanna, R. W., & Chapman, K. S. (2004). Gathering faculty teaching evaluations by in-class and online surveys: their effects on response rates and evaluations. Assessment & Evaluation in Higher Education, 29(5), 611-623. DOI: https://doi.org/10.1080/02602930410001689171

https://doi.org/10.1080/02602930410001689171

Gapfizi, S., Uwambajimana, S. & Uwamahoro, J. (2023). The current formative strategies used by physics teachers in teaching modern physics. Journal of Research Innovation and Implications in Education, 7(1), 86 - 95.

Govender, P. (2020). Insights into grade 2 teachers' enactment of formative assessment in mathematics in selected priority schools in Gauteng. South African Journal of Education, 40(2), 1-10. https://doi.org/10.15700/saje.v40ns2a1780 DOI: https://doi.org/10.15700/saje.v40ns2a1780

Heritage, M. (2020). Getting the emphasis right: Formative assessment through professional learning. Educational Assessment, 25(4), 355-358. https://doi.org/10.1080/10627197.2020.1766959 DOI: https://doi.org/10.1080/10627197.2020.1766959

Huinker, D., & Freckmann, J. (2009). Linking principles of formative assessment to classroom practice. Wisconsin Teacher of Mathematics, 60(2), 6-11.

JICA. (2020). Data collection survey on ECD and Education in Rwanda: Final report. Kigali.

Kanjee, A., & Mthembu, J. (2015). Assessment literacy of foundation phase teachers: An exploratory study. South African Journal of Childhood Education, 5(1), 142-168. https://doi.org/10.4102/sajce.v5i1.354 DOI: https://doi.org/10.4102/sajce.v5i1.354

Komba, S. C., & Mwandanji, M. (2015). Reflections on the Implementation of Competence Based Curriculum in Tanzanian Secondary Schools. Journal of Education and Learning, 4(2), 73-80. https://doi.org/10.5539/jel.v4n2p73 DOI: https://doi.org/10.5539/jel.v4n2p73

Looney, J. W. (2011). Integrating Formative and Summative Assessment: Progress toward a Seamless System? OECD Education Working Papers, No. 58, OECD Publishing.

Milawati, M. (2017). Teacher Questioning as a Formative Assessment Strategy in EFL Context. Journal of English Language Teaching and Linguistics, 2(2), 117-134. https://doi.org/10.21462/jeltl.v2i2.67 DOI: https://doi.org/10.21462/jeltl.v2i2.67

MINEDUC. (2018). Republic of Rwanda Ministry of Education Sector Strategic Plan 2018/19 to 2023/24. Ministry of Education, Kigali City.

MINEDUC. (2019). Ministerial Guidelines Governing comprehensive assessment for primary, secondary, TTCs and TVET Schools. Ministry of Education, Kigali City.

Ndoye, A. (2017). Peer / Self-Assessment and Student Learning. International Journal of Teaching and Learning in Higer Education, 29(2), 255-269.

Nsabayezu, E., Iyamuremye, A., Mukiza, J., Habimana, J., Mbonyiryivuze, A., Gakuba, E., Nsengimana, T., & Niyonzima, F. (2022). Teachers' and students' perceptions towards utilization of formative assessment rubric for supporting students' learning of organic chemistry. Journal of educational sciences, 45(1), 124-134.

Rahman, K., Hasan, K., Namaziandost, E., Mahbub, P., and Seraj, I. (2021). Implementing a formative assessment model at the secondary schools : attitudes and challenges. Language testing in Asia, 11(1), 1-18. https://doi.org/10.1186/s40468-021-00136-3 DOI: https://doi.org/10.1186/s40468-021-00136-3

REB. (2015). Teacher Training Manual: Roll out of the Competence-Based Curriculum. Rwanda Education Board.

Shafii, R. (2021). Exploring the practices of Assessment for Learning in the Classroom: A case Study of Five Secondary schools in Rungwe District Mbeya, Tanzania (Thesis, The Aga Khan University).

Shahzad, K., Hussain, B., & Habib, A. (2022). Analyzing Formative Assessment Practices Of English Language Teachers In Pakistan. Pakistan Journal of Social Research, 4(1), 61-70. https://doi.org/10.52567/pjsr.v4i1.345 DOI: https://doi.org/10.52567/pjsr.v4i1.345

Stăncescu, I. (2017). The Importance of Assessment in the Educational Process - Science Teachers' Perspective. The European Proceedings of Social & Behavioural Sciences, 27(2), 754-759. https://doi.org/10.15405/epsbs.2017.07.03.89 DOI: https://doi.org/10.15405/epsbs.2017.07.03.89

Theall, M., & Franklin, J. L. (2010). Assessing teaching practices and effectiveness for formative purposes. A guide to faculty development, 2, 151-168.

Ukobizaba, F., & Nizeyimana, G. (2021). Active Learning through Assessment for Learning: A Way to Enhance Students' Understanding of Mathematical Concepts. Rwandan Journal of Education, 5(2), 193-202.

UNESCO. (2017). United Nations Educational, Scientific and Cultural Organization. 2017 Education for sustainable Development Goals (SDGs), In European Conference on educational research. PARIS: UNESCO.

Wang, S., & Zhang, D. (2020). Perceived teacher feedback and academic performance: The mediating effect of learning engagement and moderating effect of assessment characteristics Assessment & Evaluation in Higher Education, 45(7), 973-987. https://doi.org/10.1080/02602938.2020.1718599 DOI: https://doi.org/10.1080/02602938.2020.1718599

Williams, L., Greenwood, C., & Parker, R. (2013). Academic benefits of peer tutoring: A meta-analytic review of single-case research. School psychology review, 42(1), 39-55. https://doi.org/10.1080/02796015.2013.12087490 DOI: https://doi.org/10.1080/02796015.2013.12087490

Wilson, M., Gochyyev, P., & Scalise, K. (2017). Modeling data from collaborative assessments: Modeling Data from Collaborative Assessments. Journal of Educational Measurement, 54(1), 85-102. https://doi.org/10.1111/jedm.12134 DOI: https://doi.org/10.1111/jedm.12134