Exploring Formative Assessment Practices in Public Secondary Schools in Kicukiro District

Authors

DOI:

https://doi.org/10.51867/ajernet.5.2.33

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.

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Published

2024-05-13

How to Cite

Kazinyirako, J. P., Ntawiha, P., Buhigiro, J. L., & Ndayambaje, I. (2024). Exploring Formative Assessment Practices in Public Secondary Schools in Kicukiro District. African Journal of Empirical Research, 5(2), 388–396. https://doi.org/10.51867/ajernet.5.2.33