Work

Examine Senior High School Mathematics Teachers’ Assessment for Learning Practices for Students’ Progress and Better Examination Attainment

Year: 2025

Type: article

Abstract: The study examined the perception of senior high school mathematics teachers and students regarding teachers’ use of Assessment for Learning (AfL) practices to enhance students’ progress and examination performance. Assessment for Learning (AfL) is recognized in the literature as having a strong impact on students' learning outcomes when actively infused in the teaching process. However, limited studies have explored both students’ and teachers’ perspectives on the use of AfL strategies for improving students’ performance. The study applied questionnaires for 728 participants (308 senior high school mathematics teachers and 420 senior high school students) in the Ashanti region of Ghana. The study findings revealed that questions, quizzes, and homework are perceived by both groups as the most effective teachers’ AfL practices in supporting students learning and improving examination attainment. The study, therefore, provides information for professional development for teachers and re-orients teachers on the effective use of AfL practices in the classroom. Article visualizations:

Source: European Journal of Education Studies

DOI: 10.46827/ejes.v12i3.5900

Authors: Fred Adusei Nsowah, Enock Yeboah, Richard Darko Osei, Vivian Nimoh, Samuel Ofori Agyeman

Institutions: University of Tasmania, University of Wisconsin–Madison, Pentecost University College, Holy Child College of Education, University of Technology and Applied Sciences

Language: English

Topic: Student Assessment and Feedback

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: diamond

Funder: University of Tasmania