FORMATIVE ASSESSMENT PRACTICE AND ITS CHALLENGES ON TRAINEE’S LEARNING, MOTIVATION AND ACADEMIC ACHIEVEMENT AT BONGA COLLEGE OF EDUCATION, ETHIOPIA

Mulugeta Teshome Gebreyes, Sisay Abdela Abajemal

Abstract


This research investigates formative assessment practices and their challenges regarding trainees’ learning, motivation, and academic achievement at Bonga College of Education. A descriptive survey design using the census method was employed for the study. The research utilized a mixed-methods design, specifically an embedded mixed-method approach. The survey method included a questionnaire and an attitude rating scale for quantitative data collection, while qualitative data were gathered from semi-structured interviews, focus group discussions, and document analysis to complement the quantitative findings. Respondent characteristics were analyzed using frequency and percentage analysis, while data from the questionnaires and motivation rating scale underwent correlation, regression, and chi-square testing. The data collected through document review and interviews were carefully recorded, transcribed, and thoroughly analyzed. The results revealed that formative assessment practices across various fields of study at Bonga College of Education were inadequate, with significant gaps identified. Findings indicated that, for most teachers, formative assessment primarily referred to coursework assigned during the teaching and learning process and was closely associated with scored marks. Additionally, the research identified common challenges faced by teachers in implementing formative assessment across different fields of study within the college. Furthermore, the study showed a positive and significant correlation between instructors’ formative assessment practices and students’ motivation to learn. It also found that teachers’ formative assessment practices positively correlated with students’ academic achievements. Based on these findings, several recommendations were made.

 

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formative assessment, academic achievement, motivation, trainee’s learning, practice, challenges

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DOI: http://dx.doi.org/10.46827/ejes.v11i11.5613

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