Level of use of the five key formative assessment strategies’ in Mathematics instruction in secondary schools; A case of Nandi County, Kenya

Abstract

Formative Assessment Strategies in Mathematics Instruction inSecondary Schools; A case of Nandi County, KenyaChemeli Janeth1, Anne S. Kisilu1, Sammy K. Chumba2, Karsten Speck31.Department of Curriculum instruction and Educational Media, School of Eduacation, Moi University, P.O. Box3900-30100, Eldoret-Kenya2.Department of Educational Management and Policy StudiesSchool of Eduacation, Moi University, P.O. Formative assessment is Key in Mathematics instruction and thus requires attention for optimization of learners’ achievement. There is need for effective utilization of the five formative assessment strategies (FAS) including; clarifying and sharing learning intentions and criteria for success, engineering effective classroom discussions questions and learning tasks, feedback that moves learners forward, self-assessmentand peer assessment. The study investigated thelevel of use of the fiveformative assessment strategies in Mathematics instructionin secondary schoolsin Nandi County, Kenya. Pre-Posttest control Quasi-experimental mixed method intervention design was employed.Researchpopulation consisted of 534 Form three students(54% male and 46% female),33 Mathematics teachers(76% male and 24% female)and 12 school principals(67% male and 33% female). Experimentalgroupwere 227 students and 15 teachers while control group were 307 students and 18 teachers. Same topic in Mathematics was taught to both groupsof students with experimental grouptaught using the five FAS,while the control grouptaught usingnormal methods for duration of six weeks. Questionnaires, interviews and observation schedule were used to collect data. The results indicated that there wasalow utilization of FAS in Nandi County, Kenya( M=3.68, M=4.13 and M=2.0) for the learners, teachers and researchermean ratings respectivelydue to lack of understanding and awareness of FAS. Also it emerged that there was lack of understanding oflearners’ context. It was concluded that teachers do not understandformative assessment strategiesin Nandi County, Kenyaand there is need to understand learners’ context for better utilization of FAS. The study recommends that Ministry of Education should create more awareness and understanding of FAS through more in-service training and Professional Learning Communities, institutions of teacher training and Curriculum reviewers to rethink effective utilization of FAStoimprove classroom practices for better learning and teaching.