Students' formative assessment perceptions, feedback use and mathematics performance in secondary schools in Tanzania.

Autor/inn/en	Kyaruzi, Florence; Strijbos, Jan-Willem; Brown, Gavin T. L.
Titel	Students' formative assessment perceptions, feedback use and mathematics performance in secondary schools in Tanzania. Gefälligkeitsübersetzung: Wahrnehmungen der Schüler in Bezug auf die formative Beurteilung, Feedbackgebrauch und die Mathematikleistung an Sekundarschulen in Tansania.
Quelle	In: Assessment in education, 26 (2019) 3, S. 278-302 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0969-594X; 1465-329X
DOI	10.1080/0969594X.2019.1593103
Schlagwörter	Diagnostik; Sekundarbereich; Lehrer; Lehrerausbildung; Feedback; Lernstruktur; Mathematikunterricht; Leistung; 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. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2025/3