Abstract:
The study investigated the impact of formative assessment management
techniques on trainee academic performance in national examinations within
TVET institutions in Western Kenya. Grounded in social cognitive theory,
constructivism, and the diffusion of innovation theory, it involved a target
population of 406 respondents, including principals, deputy principals, registrars,
examination officers, and heads of academic departments across 29 public TVET
institutions in the region. Using stratified, purposive and simple random sampling
procedures 200 respondents were selected. Data collection was conducted by use
of questionnaires and interviews and analyzed by way of descriptive and
inferential statistics. The findings revealed strong correlations between effective
management techniques and formative assessment scores, underscoring their
predictive value for academic success. The study concludes that implementing
structured formative assessment management techniques significantly enhances
trainee performance in final examinations. It advocates for comprehensive
strategies to support trainees, improve learning experiences, and achieve better
academic outcomes, emphasizing the critical role of formative assessment
management techniques in fostering academic excellence in TVET institutions.
