Students’ formative assessment perceptions, feedback use and mathematics performance in secondary schools in Tanzania-Reference-Cited by-同舟云学术

Students’ formative assessment perceptions, feedback use and mathematics performance in secondary schools in Tanzania

Published:2019-03-21 Issue:3 Volume:26 Page:278-302
ISSN:0969-594X
Container-title:Assessment in Education: Principles, Policy & Practice
language:en
Short-container-title:Assessment in Education: Principles, Policy & Practice

Author:

Kyaruzi Florence¹^ORCID,Strijbos Jan-Willem²^ORCID,Ufer Stefan³,Brown Gavin T. L.⁴^ORCID

Affiliation:

1. Ludwig-Maximilians-Universität München, Department of Psychology, Germany & Dar es Salaam University College of Education, University of Dar es Salaam, Tanzania

2. Ludwig-Maximilians-Universität München, Department of Psychology, Germany & University of Groningen, Department of Educational Sciences, The Netherlands

3. Ludwig-Maximilians-Universität München, Chair of Mathematics Education, Germany

4. University of Auckland, Faculty of Education and Social Work, New Zealand

Publisher

Informa UK Limited

Subject

Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/0969594X.2019.1593103

Reference106 articles.

1. Classroom Assessment: Teachers’ Conceptions and Practices in Mathematics

2. The theory of planned behavior

3. Improving teaching and learning of basic maths and reading in Africa: Does teacher preparation count?

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