Formative Assessment Practices and Student Engagement in Combined Science Learning among Adventist Secondary Schools in Mashonaland East, Zimbabwe

This study sought to establish the relation between formative assessment practices and students’ engagement in the Combined Science subject among the Adventist Secondary Schools in Mashonaland East, Zimbabwe. The study used the quantitative methodology and the descriptive-correlational design, with a sample of 197 out of 250 Form Four students from three selected schools. Data collection was done using a closed ended questionnaire with 25 items. Data processing involved descriptive statistics and regression analysis. The study established that Formative Assessment becomes effective when teachers provide comprehensive, timely and constructive feedback that reflect students’ actual performance. Assessment feedback emerged as a critical factor influencing learning engagement, supported by the quality of assessment practices. Therefore, the study recommends that school systems in Mashonaland East Province strengthen the quality, consistency and effectiveness of assessment practices to enhance students’ engagement in Combined Science learning.