Jifunze Uelewe Activity Formative Assessment and Operational Research Report FY 2023

The training aimed to investigate whether and how well teachers understand and use Formative Assessment, and to gather their perspectives on the training. The study consisted of four research questions: 1. How do teachers understand the Formative Assessment strategies promoted in their teacher professional development? 2. Which Formative Assessment strategies are teachers applying in their classrooms? 3. How do teachers use the information they gather through Formative Assessment? 4. What is the teachers' perception of the professional development they received? The study was conducted at 50 feedback schools, with 10 schools per region, and selected one teacher from each school. The results of the study were used to determine whether and how Formative Assessment should be rolled out to the remaining regions not covered by Jifunze Uelewe. The study found that teachers' understanding of Formative Assessment strategies was limited, with many teachers defining it as a means of assessing student learning. However, teachers reported applying various Formative Assessment strategies in their classrooms, including questioning, collecting evidence of pupil learning, and using instructional choices to support pupil learning. The study also found that teachers used the information they gathered through Formative Assessment to inform their instructional approaches, with many teachers reporting that they used the information to adjust their teaching practices. However, some teachers reported that they did not use the information to inform their instructional approaches. The teachers' perception of the professional development they received was generally positive, with many teachers reporting that they found the training was helpful in improving their understanding of Formative Assessment. However, some teachers reported that the training was not relevant to their needs, and that they would have liked more practical examples and case studies. The study identified several areas of focus for improving teachers' understanding and use of Formative Assessment, including providing more practical examples and case studies, and offering more opportunities for teachers to share their experiences and best practices. The study also identified several areas of focus for providing effective teacher support, including providing more resources and materials to support teacher professional development, and offering more opportunities for teachers to receive feedback and coaching. The study concluded that Formative Assessment is an essential component of teacher professional development, and that it should be rolled out to all regions in Tanzania. The study recommended that the Ministry of Education and Vocational Training, in collaboration with Jifunze Uelewe, should develop a comprehensive plan to roll out Formative Assessment to all regions in Tanzania, and that the plan should include the following components: * Providing more resources and materials to support teacher professional development * Offering more opportunities for teachers to receive feedback and coaching * Providing more practical examples and case studies to support teacher professional development * Offering more opportunities for teachers to share their experiences and best practices The study also recommended that the Ministry of Education and Vocational Training, in collaboration with Jifunze Uelewe, should establish a system to monitor and evaluate the implementation of Formative Assessment in all regions in Tanzania, and that the system should include the following components: * Collecting data on the number of teachers who have received Formative Assessment training * Collecting data on the number of teachers who are using Formative Assessment in their classrooms * Collecting data on the impact of Formative Assessment on student learning outcomes * Collecting data on the challenges faced by teachers in implementing Formative Assessment The study concluded that the implementation of Formative Assessment in all regions in Tanzania will require a sustained effort and commitment from the Ministry of Education and Vocational Training, as well as from Jifunze Uelewe and other stakeholders. The study recommended that the Ministry of Education and Vocational Training, in collaboration with Jifunze Uelewe, should establish a task force to oversee the implementation of Formative Assessment in all regions in Tanzania, and that the task force should include representatives from the Ministry of Education and Vocational Training, Jifunze Uelewe, and other stakeholders.