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
