Actualizing the Effect of Formative Assessment (FA) Constructive Feedback on Mathematics Teaching and Learning Processes in Kisarawe District Primary Schools

Abstract

Formative assessment (FA) is a dynamic process of collecting and interpreting student understanding data during instruction to provide timely feedback, enabling teachers to adjust lessons and students to improve their learning. This study investigates the effect of FA constructive feedback on mathematics teaching and learning processes in primary schools, with a specific focus on Kisarawe District, where persistent challenges in mathematics performance are observed. Employing a mixed-methods convergent parallel design involving interviews, observations, questionnaires, and document reviews with 149 respondents, the research found that FA significantly enhances pupils' understanding of mathematical concepts, boosts their motivation and confidence, guides teachers in adjusting instruction, promotes active learning and engagement, and fosters a positive classroom environment. The findings, grounded in Constructivist Theory, demonstrate that timely and constructive feedback is a critical component for improving both teaching practices and learning outcomes in primary mathematics, highlighting the need for targeted teacher training and support to overcome implementation barriers such as large class sizes and insufficient pedagogical knowledge.