CHAPTER ONE

INTRODUCTION

1.1Background of the Study

Some scholars have argued about the effectiveness of formative assessment and

summative assessment. Scholars report that many educators have mainly used

summative assessments to measure learning outcomes for quite a long time.

Scholars such as Bloom (1971), Black &William (1998), Black (2000), Shepard

(2000), Brophy (2004), Heritage et al. (2009), Rabinowitz (2010), and Herman

(2013) have begun to use not only summative assessment but also formative

assessments to improve the learning process. They claim that assessment for

learning (formative assessment) can improve the learning process and modify

students' learning. For them, this assessment works because it continuously runs

through specific feedback after each learning step. By so doing, the students

immediately know their strengths and weaknesses in doing specific tasks. In

applying this evaluation, it is not a one and for all assessment. It fundamentally

guides the teacher and the students to gain the best achievement through

multiple inputs and feedback.

O'Malley & Pierce (1996) and Hattie & Timperley (2007) are among scholars

who stress the effect of feedback on learning. Feedback should be performed

right after the action. Feedback, which can be rubrics, discussion, evaluation,

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and diary, helps students monitor their individual and group work on the right

track and upgrade their spirit to reach the learning outcome based on the

feedback received. Regarding the effectiveness of formative assessment, this

study explores the effect of formative assessment for learning in improving

English students' academic achievement studying Australian culture at Andalas

University, Padang Indonesia, in the academic year 2019-2020.

Education is a purposeful or deliberate activity that is geared towards

achievement of a range of objectives which vary from country to country. Some

common objectives of education include the instillation of knowledge into an

individual so that they can be able to think rationally and independently,

realization of economic benefit both to the state and individuals, and the

formation of a sustainable community. According to Okpala, (2021) Education

is the right of every citizens of a nation as it helps people in improving

students‟ abilities, attitude, confidence, decision making, and ultimately, in

attaining a good job. The improvement in students‟ abilities and psychological

skills can be achieved through improved teaching and learning. However, a

good employment opportunity depends upon quality education. Education

systems, in general, focus on the completion of the course rather than the extent

of knowledge gained by the students.

Learning is a process resulting in some change or modification in the learner‟s

thinking, feelings and doing. The change may be temporary or permanent. In

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learning process, assessment is very important. It is vital part of the education

process. It helps us to know the success of specific teaching and students‟

progress. Assessment is an approach to teaching and learning that creates

feedback which is then used to improve students‟ performance. Students

become more involved in the learning process and from this gain confidence in

what they are expected to learn and to what standard. Black and William (1998)

being the father of formative assessment defined assessment as all those

activities undertaken by teachers, and their students to modify teaching and

learning activities in which the students are engaged. Under this definition,

assessment helps to gather relevant information about students‟ performance or

progress, or to determine student interest to make judgments about their

learning process. After receiving this 3 information, teachers can reflect on each

student‟s level or achievement, as well as on specific inclination of the group to

customize their teaching plans.

Johnson (2009) defined assessment as the use of a variety of procedures to

collect information about learning and instruction. There are different types of

assessments but the most commonly used assessments are the summative and

formative assessment. Summative assessments are used to evaluate student

learning, skill acquisition, and academic achievement at the conclusion of a

defined instructional period typically at the end of a project, unit, course,

semester, program, or school year, while formative assessment is commonly

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referred to as assessment for learning, in which the focus is on monitoring

student response to, and progress with instruction. Assessment Reform Group

(2002) explained assessment for learning (formative assessment) as any

assessment for which the first priority in its design and practice is to serve the

purpose of promoting pupil‟s learning. Formative assessment provides

immediate feedback to both the teacher and the student regarding the learning

process. Assessment become formative when the information is used to adapt

teaching and learning to meet student needs. When teachers know how students

are progressing and where they are having trouble, they can use this information

to make necessary instructional adjustments, such as re-teaching, trying

alternative instructional approaches, or offering more opportunities for practice.

These activities can lead to improved student success (Dandekar, 2015).

The educational system in Cameroon operates under a dual framework derived

from both Anglophone and Francophone traditions, which has led to a blend of

pedagogical practices and assessment strategies (Ngoh, 2019). In recent years,

there has been an increasing emphasis on competency-based education, which

prioritizes active student engagement and continuous assessment over rote

memorization. Formative assessment aligns with this educational paradigm by

promoting interactive learning and facilitating real-time adjustments to teaching

methods. However, the implementation of formative assessment practices

remains inconsistent, especially in rural and conflict-affected areas like

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Bamenda. Teachers often face resource constraints, limited training

opportunities, and large class sizes, which hinder their ability to effectively

integrate formative assessments into their teaching routines (Fonjong et al.,

2020).

Gender disparities further complicate the educational landscape in Bamenda,

influencing the academic achievement of male and female pupils. Research has

highlighted that boys and girls often exhibit different learning patterns and

respond differently to assessment feedback due to socio-cultural factors,

classroom dynamics, and teacher expectations (Sadker & Sadker, 2016). In

traditional Cameroonian societies, gender roles and stereotypes can affect

access to educational resources and opportunities, potentially influencing how

male and female students engage with formative assessments. For instance,

boys may be encouraged to participate actively in classroom discussions, while

girls might face implicit biases that discourage their involvement (Tchombe,

2001). Such disparities underscore the need for a nuanced understanding of how

formative assessment impacts academic achievement across genders.

Furthermore, the socio-economic and political context of Bamenda presents

additional barriers to effective educational delivery. The region has been

significantly affected by the ongoing Anglophone crisis, which has disrupted

schooling and exacerbated existing inequalities (Ngalim, 2020). Many schools

operate under challenging conditions, with limited access to teaching materials

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and unstable classroom environments. In such settings, formative assessment

could serve as a powerful tool to bridge learning gaps and foster resilience

among students. By providing individualized feedback and encouraging active

participation, formative assessment can empower both male and female pupils

to take ownership of their learning, even in adverse circumstances.

The significance of formative assessment in improving academic achievement

has been extensively documented in global research. Black and Wiliam (1998)

argue that formative assessment practices not only enhance student learning but

also improve teacher effectiveness by fostering reflective teaching. Studies

conducted in Sub-Saharan Africa further demonstrate that formative assessment

can mitigate learning disparities and improve overall academic performance,

especially when tailored to the local context (Nwaukwa et al., 2018). However,

the application of these findings to the Cameroonian context, and Bamenda in

particular, requires careful consideration of cultural, social, and economic

factors.

Given the importance of formative assessment in shaping educational outcomes,

this study seeks to explore its effect on the academic achievement of male and

female primary school pupils in Bamenda. By examining the relationship

between formative assessment practices and gender-specific learning outcomes,

the study aims to contribute to the broader discourse on equitable and effective

education in Cameroon. The findings are expected to provide actionable

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insights for policymakers, educators, and stakeholders seeking to enhance the

quality of primary education in Bamenda and similar contexts.

1.2 Problem Statement

British researchers Paul Black and Dylan Wiliam are said and believed to be

the fathers of formative assessment. In 1998, Black and Wiliam published two

works on formative assessment and they suggested that if formative assessment

is well applied in teaching and learning in the classroom, learning will improve.

Frequent failure of Cameroon pupils subject has been the concerned of all

stakeholders in education industry. Some suggest a number of factors that

hinder good performances. Such factors include insufficient teaching/learning

facilities, teachers motivation, learners entry behavior and many others. Little

has been mentioned about learners preparation for summative examinations.

Being considered among the foundation tools for good performances in

summative examinations. The effect of formative assessment on student

academic achievement need to be examined to determine the current

assessment practices that are being used on student performance during

teaching and learning process.

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1.3 Research Questions

 What are the effects of formative assessment on primary school pupils

academic achievement

 What is the effect of formative assessment on male and female primary

school pupils academic achievement

1.4 Objectives of the Study

Main Objective

Specific Objectives

1. To find out the effect formative assessment on male and female primary

school pupil’s academic achievement.

2. To find out the effects of formative assessment on primary school pupils

academic achievement

1.5 Research Hypotheses

Hypotheses 1

 There is no significant difference in the mean scores of the students who

receive formative assessment and those who do not receive formative

assessment

 There is no significance difference in the academic achievement scores

of male and female students when exposed to formative evaluation

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 testing

1.6 Significance of the Study

The outcome of this study will be of great benefit to students and teachers in

the field of education. This study is significant for it will be of immense

importance to teachers as this will help identify the best form of assessment to

boost students‟ understanding. It will be of great importance to student because

it gives students evidence of their current progress to actively manage and

adjust their own learning. This also provides our students the ability to track

their educational goals. To teachers, help teachers to anticipate in advance

treating the gaps of the students and changing these methods, if necessary, in

the learning process. This allows our students to be part of the learning

environment and to develop self-assessment strategies that will help with the

understanding of their own thought process. When teachers constantly monitor

student growth and adjust instruction to ensure continuous improvement, they

find it easier and more predictable to progress towards meeting the standards

on summative assessments. By understanding exactly what their students know

before and during instruction, educators have much more power to improve

student mastery of the subject matter than if they find out after a lesson or unit

is complete.

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1.7 Scope of the Study

This study and project requires a number of articles which cannot be gotten

easily, be it hard or soft copy. The processes involve in obtaining some of these

articles end up leaving some students with no positive result, as credit cards

may be needed to do some payments, before having access to some good

articles, apart from that there are a good number of ancient and/or old articles

available as compared to the recent ones, this goes on to limit the acquisition of

some matters that relates to some current happenings. This study investigates

the effect of formative assessment on primary pupil academic achievement in

Bamenda.

Definition of Key Terms

Formative Assessment: Formative assessment refers to a range of evaluative processes

conducted during the learning process to monitor student understanding, provide feedback,

and guide instruction. It is designed to identify strengths and weaknesses in real-time,

allowing for adjustments to teaching strategies to improve learning outcomes (Black &

Wiliam, 1998).

Academic Achievement: Academic achievement denotes the level of educational attainment

or success that a student achieves, often measured through grades, standardized test scores, or

other evaluative criteria. It reflects the extent to which a student has met learning objectives

within a given educational framework (UNESCO, 2021).

Primary Education: Primary education is the first stage of formal education, typically

encompassing early childhood to pre-adolescence. It focuses on foundational skills in

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literacy, numeracy, and social development, laying the groundwork for further educational

pursuits (Ngoh, 2019).

Pupil: A pupil is a learner, particularly a child or young student, enrolled in a school under

the guidance of a teacher. In this context, the term specifically refers to primary school

children in Bamenda (UNESCO, 2021).

1.8 Organisation of Work

This study is organized into distinct five chapters. Chapter one (1) introduces

the study by looking at the background through the significance of the study

and its limitations.

Chapter two (2) deals with a critical analysis of prior related literature,

however,

chapter three (4) deals with the presentation of the findings and the analysis of

the data collected.

Finally chapter five (5) deals with the summary, conclusions and

recommendations.

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REFERENCES

1. Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in

Education: Principles, Policy & Practice, 5(1), 7-74.

https://doi.org/10.1080/0969595980050102

2. Fonjong, L., Sama-Lang, I., & Fon, D. (2020). The impact of the Anglophone crisis

on the education sector in Cameroon. International Journal of Educational

Development, 78, 102247. https://doi.org/10.1016/j.ijedudev.2020.102247

3. Ngoh, J. (2019). Education reform in Cameroon: A historical perspective. Journal of

African Studies, 14(3), 120-135.

4. Ngalim, V. (2020). The impact of conflict on education in Cameroon: Insights from

the Anglophone regions. Conflict Studies Quarterly, 31, 33-49.

5. Nwaukwa, O., Okafor, G., & Nwosu, C. (2018). Formative assessment in Sub-

Saharan Africa: Practices and challenges. African Journal of Educational Research,

11(2), 50-63.

6. Sadker, M., & Sadker, D. (2016). Failing at fairness: How our schools cheat girls.

Touchstone.

7. Tchombe, T. (2001). Gender and education in Cameroon: The challenge of equal

opportunities. Gender Studies Journal, 8(1), 14-29.

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8. UNESCO. (2021). Education for all: A global monitoring report. UNESCO

Publishing.

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