Assessing the Effectiveness of Formative Assessment in Secondary Schools in Kenya: a Case Study of Form 3 Chemistry Students

Abstract

The goal of this study was to ascertain how well formative assessment helped students perform better in chemistry. The study's main goals were to find out if formative assessment planning affected students' performance in chemistry; to ascertain the impact of learners' performance in Chemistry on continuous assessment examinations; To ascertain whether formative assessment methods employed by teachers affect students' performance in Chemistry; to ascertain the impact of formative evaluation frequency on learners' performance in Chemistry; and to ascertain whether the use of formative assessment findings affects students' performance in chemistry. The study used explanatory sequential mixed method design. The study was conducted at Parklands Arya Girls High School. The target population will be 250 form three chemistry students, six chemistry teachers at Parklands Arya Girls High School. The study used a census sample strategy that included the entire population. In order to collect primary data for the investigation, we made use of questionnaires as well as tests of continuous assessment. In order to get permission to carry out the research, the National Commissions for Science, Technology, and Innovation were contacted and consulted. Within the survey was a request made to the principal to have the teachers come in for an introduction as well as a training on the confidentiality of the data. The questionnaires were dispersed utilizing the drop and pick later method of distribution. After a week had passed, the finished questionnaires were collected. The data were cleaned, coded, entered, and analyzed with the use of Statistical Package for the Social Science (SPSS) (SPSS, Version 21.0). The method of sampling for the research was a census, and it included the whole population in its coverage. Questionnaires and ongoing assessments were used to compile the study's foundational data. In order to acquire permission to conduct the study, the researcher contacted the National Commissions for Science, Technology, and Innovation. The questionnaire includes a request for the principal to meet with the teachers individually to introduce themselves and provide them with instruction on how to keep student information private. In this case, the questionnaire was filled out in full. Drop and pick later was the method used to distribute the questionnaires. The completed surveys were collected after one week. Processing, coding, entering, and analyzing the data all took place in SPSS 21.0, the Statistical Package for the Social Sciences. According to the findings of the research, educators used formative evaluation in their lesson plans and work schedules. The study found out that through utilization of diagnostic assignments with remediation improved learning tasks for students in terms of acquisition and retention. The study concluded that formative assessment was effective in improving student performance in chemistry at Parklands Arya Girls High School. Assignments test are employed as a method of formative evaluation to track students' advancement in their performance in chemistry, a subject that is fundamental to the educational process. Results are used from formative assessment to gauge student’s mastery of practical skills in chemistry and to judge effectiveness in teaching. Teachers need to be encouraged to employ formative assessment in teaching chemistry so as to improve performance. Teachers should adhere to syllabus guidelines when planning for formative assessment. Teachers need to use assignments and tests as a formative evaluation strategy to gauge students' improvement in their performance in chemistry, which is a crucial component of the educational system. The teachers need to put in place classroom assessment and experiments. Self-assessment and peer assessment should be encouraged among students