Active Learning through Assessment for Learning: A Way to Enhance Students’ Understanding of Mathematical Concepts

Abstract

Assessment for learning (AfL) is a principal key indicator that monitors the teaching and learning progress and ascertains teachers that learning is taking place. The present study is a survey-based research design that used mixed explanatory research methods, intended to analyze the extent to which teachers apply AfL, to enhance students’ understanding of mathematical concepts. This study was conducted in six selected public schools in Nyamasheke district, Rwanda. The study employed 78 participants involving six mathematics teachers, and 72 senior five (grade 11) students. Semi-structured interviews were used to collect qualitative data, while the lassroom Observation Protocol for Undergraduate STEM (COPUS) was used to collect quantitative data. Data from interviews were transcribed verbatim and analyzed thematically, while data from classroom observations were generated by a COPUS visualization sheet with rating scales ranging from 0 to 1, and was analyzed using descriptive statistics. The findings showed that teachers underestimate and/or poorly apply AfL into their teaching and learning of mathematics since students are not actively engaged.