Formative assessment in youth and adults learning: a case study of the Namacula education center

Abstract

This article aims to understand the formative assessment in the learning of Adults at the Namacula Education Center. The research was conducted by qualitative and exploratory methodology. For data collection, observation and interviews with teachers and students were used. With regard to data analysis, data triangulation and content analysis were used. Research shows that, the strategies used by teachers do not focus on the practice of formative learning assessment, assessment policies do not take into account youth and adult education, especially their learning needs and motivations. To this end, it is necessary to monitor the implementation of the Youth and Adult Education policy, making it necessary to improve the operating conditions of the schools, and the training of teachers and their remuneration.