FORMATIVE ASSESSMENT. SCIENCE TEACHERS KNOWLEDGE AND PRACTICES IN TANZANIAN SECONDARY SCHOOLS

      Аннотация: This book provides the findings of the study that investigated the knowledge and practices of formative assessment among science teachers in 13 secondary schools in Tanzania, resulting in valuable insights into the fundamental principles and features of effective formative assessment practices. These insights help teachers track students' learning progress of the taught concepts and, where necessary, improve curriculum activities in the classroom. They are applicable to teachers at all levels of education, from pre-primary to university level. By adopting the evidence-based insights and best practices presented in this book, teachers can enhance their formative assessment practices and improve their students' learning outcomes. The book explains effective formative assessment strategies such as Socratic questioning, Muddiest Point, Think-Pair-Share, Tag Feedback, Dipsticks, Polls, Pass the Question, and Self-Assessment in a simple and concise manner to facilitate users' understanding.

Ключевые слова: Theory of formative assessmnet, mathematics, Formative assessment strategies, summative assessment, Tanzania