Students' Formative Assessment Perceptions, Feedback Use and Mathematics Performance in Secondary Schools in Tanzania

Autor/inn/en	Kyaruzi, Florence; Strijbos, Jan-Willem; Ufer, Stefan; Brown, Gavin T. L.
Titel	Students' Formative Assessment Perceptions, Feedback Use and Mathematics Performance in Secondary Schools in Tanzania
Quelle	In: Assessment in Education: Principles, Policy & Practice, 26 (2019) 3, S.278-302 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kyaruzi, Florence) ORCID (Strijbos, Jan-Willem) ORCID (Brown, Gavin T. L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0969-594X
DOI	10.1080/0969594X.2019.1593103
Schlagwörter	Formative Evaluation; Secondary School Students; Feedback (Response); Grade 11; Foreign Countries; Student Attitudes; Structural Equation Models; Teacher Student Relationship; Mathematics Teachers; Mathematics Instruction; Content Analysis; Mathematics Achievement; Scaffolding (Teaching Technique); Teaching Methods; Prediction; Rural Areas; Tanzania + Suchen Sie Ihr Suchwort? Sekundarschüler; School year 11; 11. Schuljahr; Schuljahr 11; Ausland; Schülerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Inhaltsanalyse; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Vorhersage; Rural area; Ländlicher Raum; Tansania
Abstract	This study investigates the impact of secondary school students' perceptions of mathematics teachers' formative assessment practices and feedback delivery on their feedback use, and mathematics performance. The sample consisted of 2767 Form 3 (Grade 11) students from 48 secondary schools in Tanzania. Surveys and focus group discussions were used to measure students' perceptions of formative assessment, feedback delivery, and feedback use. Structural Equation Modelling (SEM) of survey data showed that students' perceptions of the quality of teacher feedback delivery and perceived scaffolding positively predicted students' feedback use whereas perceived monitoring negatively predicted feedback use. In turn, students' feedback use positively predicted their mathematics performance to a small extent. Content analysis of focus group discussions illustrated that most students valued their mathematics teacher's assessment practices. The findings imply that in Sub-Saharan African educational systems the quality of teacher feedback delivery and promotion of student feedback use can improve students' mathematics performance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01