Factors Affecting the Implementation of Formative Assessment in Some Selected Primary Schools in Nekemte Town, Oromia Region, Ethiopia

Abstract

The purpose of the study was to examine factors affecting the implementation of formative assessment from teachers’ perspectives, in some selected primary schools of Nekemte town. So, to examine this impact, two sets of target population, teachers and principals were taken in the study. A questionnaire was administered to all teachers of the selected schools. Moreover, interview was conducted to school principals. The information obtained through questionnaire was analyzed using the procedure of descriptive and inferential statistics. The existence of statistically significant difference between the two compared groups in their mean score were computed using t-test (sex and experience) and statistically not significance between the two compared groups in their mean scores. In addition to this, the existence of significance difference among the groups of departments (language, social science, natural science and aesthetics) mean scores were computed using one-way ANOVA. Pearson moment correlation coefficient was also used to see the multicollinarity of the predictor variables and the criterion variable. In addition, proportion of the variance in formative assessment practice implementation explained by the predictor variables (awareness, attitude, experience, commitment and sex) the contribution of each independent variable to the dependent variable was analyzed by using multiple regression. From the regression analyses, the coefficient of determination (R2) indicates that about 14.4% of the variation accounted for in the dependent variable is due to the combined effect of the seven predictor variables. Conclusions and recommendations are made based on the results.