Formative Assessment Practices Among Mathematics Teachers: Implication On Students' Learning Outcomes

Abstract

This study investigates how mathematics teachers in the Sagnerigu Municipality employ formative assessment and how their pupils interpret the feedback they get. Effective instruction requires frequent checks for understanding, and numerous studies have shown that formative assessment enhances student learning. A descriptive survey design involving a quantitative approach was employed to investigate the research questions. The participants of the study entail all the J.H.S 3 students in 14 purposively selected schools and the mathematics teachers who were involved in the study. The study found that QCD and FB were established formative assessment practices among math teachers in the municipality, while LISC and PSA were emerging practices. Students rated the feedback they received from their teachers as moderately useful, and their mathematics learning outcomes were at the "attaining proficiency" level. The study revealed that students combined perception of feeding up, feeding back, and feeding forward differed significantly between students of high-performing schools and low-performing schools. The study recommends that teachers should engage students in the learning process and participate in routine training programmes to enhance the effective utilisation of feedback information. University of Cape Coast https://ir.ucc.edu.gh/xmlui Digitized