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studentsformativeassessmentperceptions
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Students’ formative assessment perceptions: A multilevel analysis of gender and classroom effects in primary schools in Tanzania

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  • Shafii, Rajabu Abdalah ORCID Department of Education Sciences, Faculty of Education, University of Fribourg, Switzerland. Dar es Salaam University College of Education, University of Dar es Salaam, Tanzania.
  • Fulgence, Katherine ORCID Dar es Salaam University College of Education, University of Dar es Salaam, Tanzania.
  • Kyaruzi, Florence ORCID Dar es Salaam University College of Education, University of Dar es Salaam, Tanzania.
  • Berger, Jean-Louis ORCID Department of Education Sciences, Faculty of Education, University of Fribourg, Switzerland
  • 2026
Submitted to:
  • Papers in Education and Development. - University of Dar es Salaam. - p. 1-29
Formative assessment
Gender
Classroom assessment
Classroom environment
Multilevel modeling
English This study examined whether perceptions of formative assessment (FA) in Tanzanian primary schools arise from individual pupils’ genders or the shared classroom environment. Using a cross-sectional survey of 1,558 students nested within 68 classrooms, the research applied multilevel modeling with Bayesian estimation. The results established scalar invariance, which validated latent mean comparisons across gender groups. The findings showed no statistically significant gender differences at the individual level. Approximately 28% of the total variance in FA perceptions was observed at the classroom level. The classrooms with stronger FA practices exhibited no significant gender gaps. Conversely, a substantial subject-specific effect was observed for Swahili, with its classrooms exhibiting a lower level of FA quality than other subjects. The findings suggest that policy should focus on classroom-level interventions to promote educational equity.
Faculty
Faculté des sciences de l'éducation et de la formation
Department
Département des sciences de l’éducation
Language
  • English
Classification
Education, teaching
License
License undefined
Open access status
green
Identifiers
  • ISSN 0856-4027
Persistent URL
https://folia.unifr.ch/unifr/documents/335555
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