The current state of formative assessment in Biology classrooms in selected Ugandan Secondary Schools, Case study Kampala District

Abstract

Background Formative assessment is the type of assessment that is conducted during the learning process to provide ongoing feedback and information to both educators and students. It is an essential tool in education by providing timely and constructive feedback, facilitating instructional adjustments and promoting a deeper understanding of the subject matter. Studies show that educational policy makers, teachers and researchers are increasingly interested in formative assessment as it reflects and supports students learning. This study aimed at investigating and analyzing the existing practices and effectiveness of formative assessment techniques used in the context of biology in a sample of secondary schools in Kampala district, Uganda. The study explored the various methods employed by the educators to assess students’ understanding and progress in biology. Methods Observation, research, interview and questionnaires were used to collect the required data from the study participants. While using the questionnaires, the biology teachers and students were respectively given separate questionnaire forms to fill in. Research was conducted through reading several literatures related to formative assessment across the globe. Results On average the schools visited showed home-work (85%) and informal question and answer approach (81.2%) as the most commonly used methods of formative assessment. The least employed methods of formative assessment used were direct observation (32.7%) followed by conferences. Majority of learners (87%) and teachers had a positive perception towards formative assessment as many saw it as motivating improves quality of learning or teaching and makes them accountable. Conclusion The study revealed that generally, majority of teachers (75.8%) and learners (87%) appreciate the value of formative assessment towards promotion of deep learning and achievement of learning outcomes by making the accountable, motivated, and improving their quality of learning or teaching.