Teacher AfL perceptions and feedback practices in mathematics education among secondary schools in Tanzania

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dc.contributor.authorKyaruzi, Florence
dc.contributor.authorStrijbos, Jan-Willem
dc.contributor.authorUfer, Stefan
dc.contributor.authorBrown, Gavin, T. L
dc.date.accessioned2019-03-06T10:07:38Z
dc.date.available2019-03-06T10:07:38Z
dc.date.issued2018-01-24
dc.description.abstractFeedback that monitors and scaffolds student learning has been shown to support learning. This study investigates the effect of mathematics teachers’ perceptions of Formative Assessment (FA) and Assessment for Learning (AfL) and their conceptions of assessment on the quality of their feedback practices. The study was conducted in 48 secondary schools in Tanzania with 54 experienced mathematics teachers teaching Grade 11 (Form three in the Tanzanian system). Validated questionnaires were combined with interviews to investigate mathematics teachers’ perceptions, conceptions, and feedback practices. Data were analysed by structural equation modeling and content analysis techniques. Results from the structural equation model indicated that mathematics teachers’ perceptions of FA and AfL and their conceptions of assessment purposes positively predicted the quality of their feedback practices. Interview results illustrated that mathematics teachers used their students’ assessment information for both formative and summative purposes. Future interventions for improving the quality of mathematics teacher’s feedback practices are proposed.en_US
dc.identifier.citationKyaruzi, F., Strijbos, J. W., Ufer, S., & Brown, G. T. L. (2018). Teacher AfL perceptions and feedback practices in mathematics education among secondary schools in Tanzania. Studies in Educational Evaluation, 59, 1-9.en_US
dc.identifier.issndoi.org/10.1016/j.stueduc.2018.01.004
dc.identifier.urihttp://hdl.handle.net/20.500.11810/5094
dc.language.isoenen_US
dc.publisherStudies in Educational Evaluationen_US
dc.subjectFormative assessment; perceptions of FA and AfL; teacher feedback practices; mathematics education; mixed methodsen_US
dc.titleTeacher AfL perceptions and feedback practices in mathematics education among secondary schools in Tanzaniaen_US
dc.typeJournal Article, Peer Revieweden_US
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