INTEGRITY JOURNAL OF EDUCATION AND TRAINING
Integrity Research Journals
ISSN: 2636-5995
Model: Open Access/Peer Reviewed
DOI: 10.31248/IJET
Start Year: 2016
Email: ijet@integrityresjournals.org
Formative assessment: A tool for rectifying learners' errors and misconceptions in mathematics
https://doi.org/10.31248/IJET2020.085 | Article Number: 1201635D2 | Vol.4 (3) - September 2020
Received Date: 21 August 2020 | Accepted Date: 10 September 2020 | Published Date: 30 September 2020
Authors: Justice Enu* and Zanele Ngcobo
Keywords: mathematics, Formative assessment, errors, misconceptions
Learners' errors in mathematics emanate not only in quizzes, assignment, or end of semester examinations but occur almost every day in the mathematics classroom. The diagnostic use of assessment to provide feedback to teachers and learners throughout instruction is called formative assessment. Whenever teachers respond to learners' errors either during instruction or after instruction, they are actively engaging in formative assessment. This paper intends to show how formative assessment techniques can be utilized in addressing learners' errors and misconceptions in mathematics. In this paper, I describe and analyze two formative assessment techniques: feedback and formative questioning. These techniques are powerful tools in addressing gaps and errors while content is being taught or reviewed.
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