The use of formative assessment results in the design and planning of instruction in secondary schools of Kisii District

Abstract

Background: The use of formative assessment results for instructional purposes is relatively a recent trend. Research has shown that the use of formative assessment can Improve learning reason why it has received greater emphasis for use in the 21 st Century. Aims: The study aimed at finding out the various formative assessment methods teachers use, whether the teachers used assessment results in planning instruction, whether they are trained in the use of formative assessment results for instruction and the challenges they face in the use of formative assessment to plan instruction. Method: The research was conducted by use of questionnaire which was administered on teachers in public secondary schools in Kisii District. Results: It was established that most teachers were inadequately trained in the use of formative assessment results to plan instruction and that teachers mostly used assessment results for grading and ranking purposes. Large student population, lack of time, assessment training and unsupportive administration policies were found to be greatest challenges to the teachers use of formative assessment results for instructions. Conclusion: It is evident from the study that there is close relationship between the variables of training, teaching experience in the use of formative assessment for instructional purposes. It may be necessary to support assessment training for teachers and administrators and to basically change assessment approaches if assessment results will be used for instructional purposes.