Assessment for Learning (AfL) in Africa: How Can Formative Assessment Improve Students' Mathematics Learning in Challenging Contexts?

• In Event: 79.023 - Assessment in International Schools

Abstract

Despite 30 years of research on the teaching strategies which support Assessment for Learning (AfL), we have little evidence of how teachers in challenging contexts in the developing world can use these strategies to enhance students’ understanding and knowledge. This paper reports from a study involving teachers and researchers in a collaborative effort to improve AfL practices in mathematics teaching. Classroom observations demonstrate that these teachers face different challenges than reported in previous empirical studies from more developed countries. Implications for research and policy are discussed.

Authors

• Therese N. Hopfenbeck, University of Oxford

• Anjum Halai

• Veronica Sarungi

• Jessica Chan

• Kristin Gorgen, University of Oxford

• Joshua Aaron McGrane, University of Oxford