Assessment for Learning: Factors Influencing Utilization of Learning Targets and Criteria for Success in Teaching and Learning Mathematics

Abstract

Assessment for learning is described as a process by which key information is communicated to learners through sharing learning targets and criteria for success in the teaching and learning process. Effective utilization of learning targets and criteria for success serves as the foundation for all other formative assessment strategies. This study assessed factors that influenced secondary school mathematics teachers' utilization of learning targets in line with formative assessment in the teaching and learning process. The study employed a mixed-methods research approach and consisted of 59 respondents drawn from twelve private and public secondary schools in Arusha City and Kinondoni Municipal in Tanzania. The data were collected through interviews, classroom observations, and questionnaires. Qualitative data from interviews were analyzed using thematic analysis. Quantitative data from classroom observation were analyzed statistically using nonparametric techniques such as Mann-Whitney U test and Kruskal-Wallis H test. The key instrument was the classroom observation schedule adapted from Oswalt (2013), which consisted of five Likert scales. Results show that learning targets were the most utilized aspect of formative assessment during teaching and learning mathematics. Analysis indicated that the demographic characteristic that influenced teachers' utilization of learning targets was teachers' gender. While teaching experience, training status, school types, qualifications, number of periods, and classroom size did not statistically influence teachers' utilization of learning targets. The study recommends teachers' training on the utilization of learning targets in line with formative assessment. In addition, the Ministry of Education, Science, and Technology (MoEST) and Tanzania Institute of Education (TIE), in particular, should develop textual mathematics curriculum materials to support teachers with knowledge and skills regarding the utilization of learning targets and criteria for success in line with formative assessment.