Students’ Perceptions of Formative Assessment in Kenya: A Case of Bukura Agricultural College

Formative assessment plays a vital role in the learning and teaching process. This study aimed to investigate students' perceptions of formative assessment at Bukura Agricultural College in Kenya. Perceptions are shaped by individuals' experiences and their interactions with their environment. When students express positive views about formative assessment, it enhances their self-efficacy, which in turn leads to improved performance. The study employed a survey research design. A purposive sampling technique was used to select 310 students from a total population of 1,384. Data analysis involved calculating statistics, using descriptive statistics, tables and conducting a One-Way Analysis of Variance (ANOVA). The results indicated that students had positive perceptions of formative assessment. Generally, students had positive perceptions of the aspects of formative assessment investigated. Of the 24 statements used to determine students’ perceptions, 22 (91.7%) generated positive responses while only 2 (8.3%) elicited either neutral or negative responses. The study found that there was no significant difference in the formative assessment components of congruence with learning, authenticity and students' consultation across departments. However, formative assessment components of transparency and students' capabilities differed significantly. The conclusion reveals that students view formative assessment as an effective method of classroom evaluation. However, there is a need to enhance transparency to better achieve the goals of formative assessment. It is recommended that the institution's management establish policy frameworks and regulations to ensure that various formative assessment practices are applied consistently across all departments, aimed at improving learning. For assessments to be truly effective, they should be formative in nature, provide timely feedback, and respond to the needs of learners.