Investigating the teachers’ use of assessment for learning in mathematics classroom: Case of selected public secondary schools Nyagatare District, Rwanda

This study investigated formative assessment practices in public secondary schools in Nyagatare District, focusing on teachers’ competency in planning assessment for learning activities using Bloom’s taxonomy, their feedback provision, and their overall understanding of assessment for learning. Employing a qualitative case study approach, data were gathered through classroom observations, teacher interviews, and document analysis. Findings revealed varied formative assessment practices across schools in terms of frequency, type, and effectiveness; some teachers utilized diverse strategies like quizzes and peer/self-assessment, while others leaned on traditional summative methods. The study underscores the critical need for enhanced teacher training and professional development to improve formative assessment implementation and, consequently, mathematics learning outcomes for students.