Effects Of Formative Assessment Practices On Teaching And Learning Chemistry In Public Day Secondary Schools In Turkana Central Sub-County, Turkana County, Kenya

Abstract

This project proposal presents complete findings on the study on the Effects of Formative Assessment Practices on Teaching & Learning Chemistry in Public Day Secondary Schools in Turkana Central Sub-County, Turkana County, Kenya. Participants were form three students within the ages of 17-18 years, with girls making the majority population at 54%. Day schools make up to 25%. All the day schools in the Sub-County did poorly in the inclusion of formative assessments into their teaching tools. Overall utilization of formative assessment in the Sub-County was at 34%. Most of formative assessment results were generally for grading purposes. The learners in the sub-county were fairly doing well in the utilization of the results for learning. The head teachers in general were found to offer little guidance on appropriate formative assessment practices, hence leaving teachers to use results for student grading and promotion to next levels of learning. The parents on the other hand were found to have negligible influence on formative assessments. They rarely review learners’ work. Given the lack of commitment of head teachers, Boards of Management, government agents, teachers and learners; it was confirmed that the practices on formative assessment have had negative impact on teaching and learning process. It is herein recommended that similar studies should be undertaken among boarding schools in Sub-County to ascertain the relationship of formative assessment practices. The government should increase her education quality surveillance to ensure that students are evaluated within the learning scope. There should be periodic in-service teacher training on formative assessments, student performance measurement and evaluation techniques.