The Current Formative Assessment Strategies Used by Physics Teachers in Teaching Modern Physics

Peter Gapfizi, Sylvere Uwambajimana & Jean Uwamahoro
African Centre of Excellence for Innovative Teaching and Learning Mathematics and Science, University of Rwanda
Email: petergapfizi13@gmail.com

Abstract: Assessment is an integral part of the teaching and learning process. Teachers are concerned with deciding how to give a lesson so that students completely understand what has been taught in their everyday teaching activities. The present study aimed at investigating the current formative assessment strategies used by physics teachers with respect to the conceptual understanding of the learners. This study was conducted in some selected schools in the Ngoma district. An explanatory research design was adopted during this study. Twelve students and three teachers were purposively selected in three schools of the Ngoma district to participate in this study. Semi-structured interviews and document reviews were used to collect data from the field. Interview analysis indicated that both students and teachers qualify the effectiveness of conceptual formative assessment to enhance students’ conceptual understanding of modern physics. However, document review analysis indicated that most teachers do not use conceptual questions in their planned formative assessments. The study concluded that conceptual formative assessment strategies effectively improve learners’ conceptual understanding of modern physics. Based on the conclusion of this study, it is recommended that teachers must use conceptual questions in their formative assessment, to enhance their conceptual understanding of modern physics. Rwanda Education Board (REB) should organize in-service training for teachers on how to develop and utilize conceptual questions.