Students’ and Teachers’ Perceptions of Formative Assessment in Kenya: the Case of Bukura Agricultural College

Abstract

This research sort to investigate teachers’ and students’ perceptions of formative assessment. Perceptions are a person’s views and outlooks emanating from experience as well as interaction with their environment. Students and teachers optimistic expression of formative assessment improves their self efficacy leading to improved learners’ performance. The purpose of the study was to determine perceptions of students and teachers on formative assessment. The objectives of the study were; (a) To determine students’ perceptions on formative assessment, (b) To determine teachers’ perceptions on formative assessment, (c) To determine whether there was significant variation in the perception of students and teachers towards formative assessment practices across departments, and (d) To determine formative assessment practices used. Data was collected using the questionnaire and structured interview schedule. The study applied a combination of quantitative and qualitative (mixed research) designs. Purposive sampling technique was used where 63 lecturers and 321 students were obtained from a population of 1384 students and 74 lecturers were selected. Data analysis involved computation of statistics, descriptive statistics, tables and graphs, and One-Way Analysis of Variance (ANOVA). Content analysis was done on the open-ended questions. The results indicated that students and teachers had a more positive perceptions towards formative assessment. Overall, there were no significant variation in the perception of students and teachers on formative assessment practices across departments. Results from the study revealed that a variety of formative assessment practices are being utilized, which comprised of portfolios, projects, continuous assessment tests, peer assessment, student self assessment, and student own production. The conclusion shows that both teachers and students favored formative assessment as an effective method of classroom assessment. However, there is a need to enhance transparency as a way of achieving the goals of formative assessment.