The Formative assessment and learners’ understanding of mixed numbers at grade 5

Author

Sibanda, Confidence

Title

The Formative assessment and learners’ understanding of mixed numbers at grade 5

Abstract

This study investigated the impact of formative assessment practices on student learning outcomes in mathematics, specifically focusing on understanding mixed numbers. The primary objectives were to identify effective assessment strategies, enhanced student engagement, and informed teacher professional development. A mixed-methods approach was employed, combining qualitative interviews with teachers and focus group discussions with students, alongside quantitative surveys. The literature reviewed included foundational theories on formative assessment, feedback mechanisms, and constructivist learning principles. The sample population consisted of middle school mathematics teachers and their students across several diverse classrooms. Data collection methods included questionnaires, structured interviews, and focus group discussions to capture a comprehensive view of experiences and perceptions regarding formative assessment. Research findings indicated that formative assessment significantly improved student understanding and engagement, fostering a more interactive learning environment. Teachers reported that timely feedback and collaborative assessment strategies were particularly effective. Based on these findings, recommendations for the teaching fraternity included integrating formative assessment techniques into daily instruction and providing professional development opportunities focused on these practices. For future researchers, the study suggested exploring long-term impacts of formative assessment on student learning and its application across different subjects and educational contexts.

Date

December 2024

Publisher

BUSE

Keywords

Formative Assessment

Learners’ Understanding

Mixed Numbers

Supervisor

Dr. C. Chagwiza