Abstract:
This study was conducted to examine the effectiveness of formative assessment techniques used by
high school mathematics teachers in Jimma at CBTP and practicum zone sites. Specifically, the study
sought to gain an understanding of the extent to which the teachers use different assessment
techniques and to support both the learning and teaching process in mathematics. Questionnaire was
the main data gathering instrument for this study. Thus, all mathematics teachers’ 94 were included in
the sample by using availability sampling technique since they are few in number and 253 students
were selected by systematic random sampling technique to fill in questionnaire. Class room
observation and interview was also conducted to enrich the quantitative data. The data gathered
through interview and class room observation was discussed in line with questionnaire. As a result,
the main findings come out from this study were: teachers’ perception of formative assessment and its
connectedness with students learning and achievement in mathematics is insufficient; assessment for
learning techniques help to encourage the necessary classroom environment for effective learning is
not good enough. Finally, to minimize and if possible to solve the problems, the following
recommendations were drawn; teacher and school administrator assessment literacy was a
prerequisite for successful formative assessment implementation and hence Zone Education
Departments and the regions in collaboration with schools should give training for the teachers and
school administrator, all the zones can take the following tangible steps now to begin to implement
research-based formative assessment strategies in their schools and districts that can yield positive
results.
