Impact of the five key formative assessment strategies on learner’s achievement in mathematics instruction in secondary schools: a case of Nandi County, Kenya

Abstract

Formative assessment approachesare very efficientin improving learners’ achievementin Mathematics instruction.However, there is paucity in literature in Kenya on the impact of the five key formative assessmentstrategieson learners’achievementincluding; clarifying and sharing learning intentions and criteria for success, engineering effective classroom discussions, questions and learning tasks, feedback that moves learners forward, self-assessment and peer assessment.The study soughtto determine the Impact ofthe five keyFormative Assessment Strategies(FAS)on Learner’s Achievement in Mathematicsinstructionin secondary schoolsin Nandi County, Kenya.The study utilizedPre-Posttest control Quasi-experimental mixed method intervention design.A sample of 534 Form three students (54% male and 46% female)and 33 teachers(76% male and 24% female) participated in the study with 227 studentsand 15 teachersin the