Affiliation:
1. African Centre of Excellence for Innovative Teaching and Learning Mathematics and Science, College of Education, University of Rwanda, Kigali, RWANDA
2. College of Education, University of Rwanda, Kigali, RWANDA
Abstract
This study explored the transformative impact of innovative assessment methods and timely feedback on learning outcomes in advanced public secondary mathematics schools within Gasabo District, Rwanda. A total of 139 students and seven teachers participated in a focus group discussion to investigate the efficacy of these pedagogical strategies. The findings indicated that the implementation of innovative assessment methods, such as formative assessments and project-based learning, coupled with a timely feedback approach, significantly enhances students’ comprehension, engagement, and overall performance. Teachers, as facilitators of this process, played a crucial role in creating a supportive learning environment. The study indicated the importance of adopting assessment practices and feedback mechanisms in improving educational outcomes, especially in the context of mathematics education in Rwanda. These insights held promise for teachers seeking to enhance learning outcomes in mathematics and other science, technology, engineering, and mathematics disciplines in the region.
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