Enhancing Formative Assessment Strategies in Biology Education: A Case Study of Secondary School Practices and Student Achievement

Abstract

The present formative assessment techniques of biology instructors and their effects on student achievement were the focus of this qualitative research. One community ordinary-level secondary school in Moshi municipality was the focus of the case study methodology. Two biology professors and twenty students chosen at random from courses that do not take national exams were engaged in it on purpose. A study of students' workbooks, classroom observations, focus groups with students, and semi-structured interviews with instructors were used to gather data. Using interpretative phenomenological analysis, themes were developed from the data after their literal transcription. The results demonstrated that the majority of evaluation methods relied on teachers asking questions orally. The Biology instructors didn't appear to be acquainted with other tactics like student-student interactions, descriptive feedback, peer evaluation, or discussing learning aims with students. Researchers concluded that children would benefit from more effective use of formative assessment strategies in the classroom if instructors received in-service training on the topic.