Investigating the teachers’ use of assessment for learning in mathematics classroom: Case of selected public secondary schools Nyagatare District, Rwanda

Onesme Niyibizi; John Peter Kazinyirako

doi:10.29333/mathsciteacher/17765

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Onesme Niyibizi ¹ ^* , John Peter Kazinyirako ²

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¹ Protestant University of Rwanda, Huye City, RWANDA² East African Christian College, Kabuga, RWANDA^* Corresponding Author

Abstract

This study investigated formative assessment practices in public secondary schools in Nyagatare District, focusing on teachers’ competency in planning assessment for learning activities using Bloom’s taxonomy, their feedback provision, and their overall understanding of assessment for learning. Employing a qualitative case study approach, data were gathered through classroom observations, teacher interviews, and document analysis. Findings revealed varied formative assessment practices across schools in terms of frequency, type, and effectiveness; some teachers utilized diverse strategies like quizzes and peer/self-assessment, while others leaned on traditional summative methods. The study underscores the critical need for enhanced teacher training and professional development to improve formative assessment implementation and, consequently, mathematics learning outcomes for students.

Keywords

advanced secondary schools
educational practices
formative assessment
mathematics classroom

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

Journal of Mathematics and Science Teacher, Volume 6, Issue 1, 2026, Article No: em093

https://doi.org/10.29333/mathsciteacher/17765

Publication date: 20 Jan 2026

Article Views: 27

Article Downloads: 14

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How to cite this article

APA

Niyibizi, O., & Kazinyirako, J. P. (2026). Investigating the teachers’ use of assessment for learning in mathematics classroom: Case of selected public secondary schools Nyagatare District, Rwanda. Journal of Mathematics and Science Teacher, 6(1), em093. https://doi.org/10.29333/mathsciteacher/17765

Vancouver

Niyibizi O, Kazinyirako JP. Investigating the teachers’ use of assessment for learning in mathematics classroom: Case of selected public secondary schools Nyagatare District, Rwanda. Journal of Mathematics and Science Teacher. 2026;6(1):em093. https://doi.org/10.29333/mathsciteacher/17765

AMA

Niyibizi O, Kazinyirako JP. Investigating the teachers’ use of assessment for learning in mathematics classroom: Case of selected public secondary schools Nyagatare District, Rwanda. Journal of Mathematics and Science Teacher. 2026;6(1), em093. https://doi.org/10.29333/mathsciteacher/17765

Chicago

Niyibizi, Onesme, and John Peter Kazinyirako. "Investigating the teachers’ use of assessment for learning in mathematics classroom: Case of selected public secondary schools Nyagatare District, Rwanda". Journal of Mathematics and Science Teacher 2026 6 no. 1 (2026): em093. https://doi.org/10.29333/mathsciteacher/17765

Harvard

Niyibizi, O., and Kazinyirako, J. P. (2026). Investigating the teachers’ use of assessment for learning in mathematics classroom: Case of selected public secondary schools Nyagatare District, Rwanda. Journal of Mathematics and Science Teacher, 6(1), em093. https://doi.org/10.29333/mathsciteacher/17765

MLA

Niyibizi, Onesme et al. "Investigating the teachers’ use of assessment for learning in mathematics classroom: Case of selected public secondary schools Nyagatare District, Rwanda". Journal of Mathematics and Science Teacher, vol. 6, no. 1, 2026, em093. https://doi.org/10.29333/mathsciteacher/17765