Florence Kyaruzi|Jan?Willem Strijbos|Stefan Ufer|Gavin Brown
Students’ formative assessment perceptions, feedback use and mathematics performance in secondary schools in Tanzania
University of Dar es Salaam|Ludwig-Maximilians-Universität München|University of Groningen|Ludwig-Maximilians-Universität München|Ludwig-Maximilians-Universität München|University of Auckland
study investigates impact secondary school students perceptions mathematics teachers formative assessment practices feedback delivery feedback use mathematics performancethe sample consisted 2767 form 3 grade 11 students 48 secondary schools tanzaniasurveys focus group discussions used measure students perceptions formative assessment feedback delivery feedback usestructural equation modelling sem survey data showed students perceptions quality teacher feedback delivery perceived scaffolding positively predicted students feedback use whereas perceived monitoring negatively predicted feedback usein turn students feedback use positively predicted mathematics performance small extentcontent analysis focus group discussions illustrated students valued mathematics teachers assessment practicesthe findings imply subsaharan african educational systems quality teacher feedback delivery promotion student feedback use improve students mathematics performance