Examining science teachers’ practices of formative assessment in Tanzanian secondary schools

Abstract

The enrollment of secondary school students in Tanzania is on the increase, but their participation and academic performance in science subjects are low. This study employed a quantitative research approach and a cross-sectional research design to examine science teachers’ practices of formative assessment. It involved 65 teachers teaching Physics, Chemistry, Biology and Mathematics in 13 secondary schools. A purposive sampling technique was used to select science teachers and secondary schools. A questionnaire and observation checklist were used to collect data. The study revealed that teachers’ knowledge of formative assessment practices was low and statistically significant [t (64) = 53.752, p <0.01] with a mean of (M = 3.2250). They implemented formative assessment practices poorly, with differing magnitudes [t (64) = 49.761, p < 0.01] and a mean of (M = 2.6646) in their classes.The study recommends that teachers receive regular in-service training on formative assessment practices to enhance students learning.