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All Journal APLIKATIF: Journal of Research Trends in Social Sciences and Humanities
Mallya, Asha Mussa
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Arts Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Social Sciences

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Examining Formative Assessment Practices in Mathematics in Primary Schools: China and Tanzania Comparative review Kadau, Ibrahimu; Mallya, Asha Mussa
APLIKATIF: Journal of Research Trends in Social Sciences and Humanities Vol. 2 No. 1 (2023): APLIKATIF: Journal of Research Trends in Social Sciences and Humanities
Publisher : Lembaga Junal dan Publikasi, Universitas Muhammadiyah Buton

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59110/aplikatif.v2i1.222

Abstract

Evaluation plays an enormous role in the teaching and learning process. Being aware of this, both China and Tanzania use formative assessment to meet the ‎requirements of competence-based curricula especially in mathematics at primary school level. ‎Therefore, the purpose of this study was to look into the formative assessment practices, nature, ‎challenges in mathematics used by Chinese and Tanzanian primary schools. This report used ‎documentary analysis to consult articles, dissertations, and books found in different electronic ‎journals such as ERIC and Science Direct and deem them to have suitable information for the ‎study. The report found that evaluation methods such as test, assignments, homework, and ‎projects are common in both countries. Moreover, some dissimilar is some form of assessment ‎including terminal test and monthly test which are common in Tanzania. Furthermore, bustling ‎classes, heavy teaching loads, and a lack of clarity on the formative assessment implementation ‎strategies have similarly contributed to the ineffective formative assessment in both countries. ‎Further, the researcher recommends the recruitment of mathematics teachers and the provision of ‎in-service and pre-service training to the teachers to reduce ineffectiveness in the implementation ‎of formative assessment in Chinese and Tanzanian primary schools.‎
Co-Authors Kadau, Ibrahimu