Teachers’ and students’ perceptions towards the utilization of formative assessment rubric for supporting students’ learning of organic chemistry
Teachers’ and students’ perceptions towards the utilization of formative assessment rubric for supporting students’ learning of organic chemistry

Summary/Abstract: This study aimed to investigate the use of formative assessment rubrics for supporting the learning of organic chemistry in secondary schools in Rwanda. A mixed research approach was used to collect and analyze data. The target population was 210 senior five chemistry students and 15 chemistry teachers. However, 140 senior five chemistry students and 10 senior five chemistry teachers were purposively selected to participate in the study. The qualitative data were obtained from the interview while quantitative data were obtained from the survey questionnaire. The qualitative data were analyzed by discourse and interpretive approaches while quantitative data were checked by descriptive statistics. The results of this study showed that from rubric formative assessment, students understood instructors’ expectations and encouraged individual learning. The students’ knowledge retention was also increased. The instructors mentioned that they were able to grade the students’ tasks fast with the help of an analytic rubric and good formative feedback was availed to students on time. The students were satisfied with the use of the formative assessment rubric and they affirmed that they were motivated and engaged in learning organic chemistry. It was recommended that chemistry teachers should use rubrics during formative assessment in organic chemistry.

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