RUAHA CATHOLIC UNIVERSITY

This paper explored the mathematics teachers’ formative assessment practices on improving students’ academic achievement in mathematics in Secondary schools. Specifically, the study aimed to explore mathematics teachers’ formative assessment practices when teaching mathematics. The study employed mixed method research approach and convergent parallelresearch design. The target population involved Mathematics teachers’, heads of schools and students from two (02) selected secondary schools with a sample size of 58 respondents including, 46 students, 10 mathematics teachers and 2 heads of school. Purposive and simple random sampling techniques were employed. Data were collected through questionnaire, interview and document review. The findings of the study revealed that formative assessment practices applied by mathematics teachers includes but not limited to; classroom exercises, tests, assignment, quizzes, group discussion and involving students in demonstrating mathematical concepts on the chalkboard. Also, findings indicated teachers apply formative assessment practices in following ways; providing assignment or assessment tasks during the and proving feedback during teaching process, by ensuring that each individual student attempt the quizzes or assignments given and by making corrections of quizzes and assignment of the previous lesson before starting a new lesson. It is concluded that, mathematics teachers should make sure that all assessment tasks given to students are formative, then for formative assessment practice to be effective it should be administered during teaching process and provide immediate feedback. It is recommended for the action that; firstly, administrators should ensure that mathematics teachers apply formative assessment practices and feedback provided on time, secondly, mathematics teachers should be provided with capacity building training on the implementation of formative assessment.

formative assessment practices, academic achievement, assessment, mathematics, assessment