Exploring Feedback Practices in Formative Assessment in Rwandan Higher Education: A Multifaceted Approach Is Needed

Abstract

Inspired by the current scholarship that indicates that, if used well, formative assessment and feedback can advance student's learning, this paper explores the practices of feedback in formative assessment in Rwandan higher education, specifically at the University of Rwanda. The study used a qualitative approach with the aim of gaining lecturers' and students' perspectives on formative assessment and feedback; and exploring different ways formative assessment and feedback were practiced. Using data collected through interviews, student focus group discussions, and document analysis; the paper shows that formative assessment and feedback were understood in the context of binding prescription within the boundaries of limited description in academic regulations. Feedback was in most cases reduced to marks, and lecturers-who portrayed themselves as information providers, mastery checkers, and performance appraisers-were in full charge of all formative assessment efforts. The paper also shows that lack of clarity and feed forward instructions in too-much-delayed lecturers' written feedback led students to just receive feedback and not use it to enhance their performance. Building on this study's findings and on the existing literature, the paper suggests three important moves whereby a collaborative research-based approach that will bring together different stakeholders will help to move away from a single-sided approach to a multifaceted approach in both perception and practice of formative assessment and feedback at the University of Rwanda.

Using Bloom’s taxonomy to evaluate the cognitive levels of Primary Leaving English Exam questions in Rwandan schools

“…The study is the first of its nature that investigates the cognitive level of the questions in primary six English exams in Rwanda. Most literature on assessment in Rwandan education has mainly focused on higher education (Bahati et al, 2016 ; Mugisha, 2010 ; Tabaro, 2017 ). A handful of studies have investigated assessment in secondary schools only (Ndihokubwayo et al, 2020 ; Ngendahayo & Askell-Williams, 2016 ; Sibomana, 2016 ).…”

Enhancing learning outcomes in mathematics education through innovative assessment methods and timely feedback

“…In Rwanda, as in many other countries, mathematics serves as a gateway subject that influences future academic and career opportunities (Bahati et al, 2016). Assessment is an integral part of the education process, playing a crucial role in shaping learning outcomes.…”

“…Timely feedback is crucial for effective learning. Bahati et al (2016) emphasized that feedback should be specific, actionable, and provided promptly to be most effective. In the context of mathematics education, studies indicated that feedback improves performance, particularly in helping students identify errors and understand the underlying concepts (Carless & Boud, 2018;Dayal, 2021;Evans, 2013).…”

“…In the context of mathematics education, studies indicated that feedback improves performance, particularly in helping students identify errors and understand the underlying concepts (Carless & Boud, 2018;Dayal, 2021;Evans, 2013). Additionally, timely feedback is essential for student learning (Bahati et al, 2016).…”

“…Rwanda has been exploring innovative approaches to education, including competency-based education and the use of technology in classrooms (Bahati et al, 2016;Uwineza et al, 2023). These initiatives align to enhance learning outcomes.…”