Assessment of Formative Evaluation in Teaching and Learning Secondary Mathematics: A Case of Thika West District, Kiambu County.

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dc.contributor.advisor Itolondo, Wilfrida Arnodah
dc.contributor.advisor Onyango, G. A. Wambugu, D.W. 2014-06-06T15:08:48Z 2014-06-06T15:08:48Z 2011
dc.description Department of Educational Management Policy & Curriculum Studies, 75p. The QA 20 .W35 2011
dc.description.abstract The purpose of this study was to assess formative evaluation in teaching and learning secondary Mathematics in Thika West District. The study was guided by the following objectives: to investigate how teachers plan and prepare assessments before administering them to the students, to determine the techniques being used to evaluate the students formatively in mathematics, to assess the use of feedback from assessments as practiced by the teachers and to investigate how the practice of formative evaluation can be improved. Survey design was used for the study. The target population was all the district category public schools in the district. All these schools were used in the study. Simple random sampling was used to select the specific teachers for the study from these schools while systematic sampling was used to sample students using class lists. Questionnaires, document analysis sheet and observation schedules were used as instruments for the study. Statistical package for Social Sciences was used to analyze the data where descriptive statistics were used. The analyzed data were presented in form of frequency table, bar graphs and pie charts. The study found that the formative techniques regularly used in evaluating students included oral questioning, observation and written assignment whereas group work, project work and administration of weekly assessments were rarely used. Regarding preparation for the assessment, the study found that teachers planned for assessment after teaching particular topics as indicated by 73% of the respondents, they did not use schemes of work to prepare for the assessment as indicated by 53% of the respondents and C.A.Ts were prepared and marked by individual teachers. The study also found that C.A.Ts were administered to the students once a term by most teachers. The study further found that the assessments were very important as indicated by 54% of the respondents. It took most teachers two weeks to give back feedback to the students and this feedback was used to schedule remedial classes which were conducted outside class hours after giving instructions as indicated by 73% of the respondents. The study generally concluded that even though formative evaluation was carried out in schools, it had a lot of weaknesses. The study recommended that teachers should plan for assessment using schemes of work to ensure all objectives have been tested, they should set and mark C.A.Ts in consultation with each other and assess students more frequently. The study further recommended the use different assessment techniques and giving of feedback from to be availed soonest possible to settle anomalies before they get out of hand. The study finally recommended that another study be carried out in other parts of Kenya on assessment of formative evaluation in teaching and learning secondary mathematics. en_US
dc.description.sponsorship Kenyatta University en_US
dc.language.iso en en_US
dc.title Assessment of Formative Evaluation in Teaching and Learning Secondary Mathematics: A Case of Thika West District, Kiambu County. en_US
dc.type Thesis en_US

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