THE IMPACT OF FORMATIVE ASSESSMENT ON STUDENT PERFORMANCE IN SECONDARY SCHOOLS IN RWANDA.

Abstract

Formative assessment has emerged as a pivotal pedagogical strategy for enhancing student learning, engagement, and academic achievement within competency-based education frameworks. This study investigates the impact of formative assessment on student performance in secondary schools in Gasabo District, Rwanda, with specific attention to feedback practices, learner engagement, instructional adjustment, and perceived implementation challenges. Employing a cross-sectional survey design, data were collected from 93 respondents—comprising 63 students and 30 teachers—across public and private secondary schools. Descriptive and inferential analyses of Likert-scale responses revealed strong consensus that formative assessment practices are routinely integrated into classroom instruction (composite mean = 4.45), teacher feedback is perceived as improvement-focused and dialogic (M = 4.37), and these practices positively influence student motivation (M = 4.40) and academic performance (M = 4.43). However, respondents also identified significant contextual barriers, including large class sizes (M = 4.52), limited time for individualized feedback (M = 4.40), and insufficient professional training (M = 4.37), which constrain the consistent and equitable implementation of formative strategies. The findings affirm that while stakeholders recognize formative assessment as essential for competency-based education (M = 4.51), realizing its transformative potential requires coordinated investment in teacher capacity, institutional support, and policy alignment. This study contributes empirical insights to the growing literature on assessment for learning in Sub-Saharan Africa and offers practical recommendations for educators, school leaders, and policymakers seeking to strengthen formative assessment practices and improve student outcomes in Rwandan secondary education.