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DC Field | Value | Language |
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dc.contributor.author | Chemeli, Janeth | - |
dc.date.accessioned | 2021-03-23T08:21:58Z | - |
dc.date.available | 2021-03-23T08:21:58Z | - |
dc.date.issued | 2019-02 | - |
dc.identifier.uri | http://ir.mu.ac.ke:8080/jspui/handle/123456789/4322 | - |
dc.description.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 | en_US |
dc.language.iso | en | en_US |
dc.publisher | International Academic Journal of Social Sciences and Education | en_US |
dc.subject | impact | en_US |
dc.subject | strategies, | en_US |
dc.subject | mathematics instruction | en_US |
dc.title | Impact of the five key formative assessment strategies on learner’s achievement in mathematics instruction in secondary schools: a case of Nandi County, Kenya | en_US |
dc.type | Article | en_US |
Appears in Collections: | School of Education |
Files in This Item:
File | Description | Size | Format | |
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iajsse_v2_i1_212_229.pdf | 453.95 kB | Adobe PDF | View/Open |
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