This proposed educational evaluation aims to determine how formative assessment strategies, such as exit tickets, peer assessment, and feedback-driven quizzes, improve students’ understanding, engagement, and performance in Mathematics. It also seeks to identify the challenges that teachers face when trying to implement formative assessment effectively in the classroom.

The study will use a mixed-methods approach to capture both quantitative and qualitative aspects of learning. Quantitative data will come from pre- and post-tests to measure changes in student achievement. Qualitative data will be gathered through classroom observations, teacher interviews, and student reflections. The evaluation will take place over one academic term and will involve two sections of Grade 8 Mathematics. One section will continue using traditional summative assessments, while the other will incorporate formative assessment strategies into regular instruction.

The strengths of this evaluation lie in its thoughtful design, which combines quantitative and qualitative data for a better understanding of student learning. It also focuses on classroom-level practices that directly affect teaching quality and student outcomes. Furthermore, the study encourages reflective teaching and evidence-based instructional improvements while generating useful insights for professional development and curriculum planning.

However, the evaluation also has some limitations. Data collection and analysis can be time-consuming, which may increase teachers’ workload. The findings may not be easily applicable beyond the specific school context, and inconsistencies might arise due to teachers’ different levels of familiarity with formative assessment techniques.

In conclusion, this evaluation highlights the importance of assessing teaching strategies that promote continuous learning instead of relying only on standardized testing. By examining both performance data and feedback, it aims to improve assessment practices and support meaningful learning in Mathematics classrooms.