FACULTY OF EDUCATION


Personal Information

Name:

Dr. Florence Kyaruzi

Lecturer in Pychology and Mathematics Education

Contact Address:

P.O Box 2329,Dar es Salaam,
TANZANIA.
Email:florence.kyaruzi@duce.ac.tz or sakyaruzi@gmail.com

Phone:+255 755 566 335
Office : TPC Building, Room 304

Profile

Florence Kyaruzi is a Lecturer in the Department of Educational Psychology and Curriculum Studies at DUCE. He is a psychologist whose research and interventions aims at improving mathematics learning through formative assessment. Motivated by assessment and feedback experience in the Tanzanian education system, Kyaruzi dedicated his Ph.D research into investigating secondary schools students’ perceptions of mathematics teacher assessment and feedback practices. He holds a Ph.D (Learning Sciences) from the Ludwig-Maximilians University of Munich (LMU),Germany, Bachelor and Master of Education Science from the University of Dar es Salaam. Kyaruzi’s research interest include student and teacher perceptions and conceptions of assessment, learning from errors in mathematics, and formative assessment. Kyaruzi strongly proclaims that assessment if formatively used by teachers and students it has the potential to improve student learning. In collaboration with researchers from the Lüdwig-Maximilians University of Munich and the University of Auckland, he developed an intervention for improving mathematics teachers’ feedback practices and formative use of student errors. Kyaruzi is affliated to the Munich Centre of the Learning Sciences (MCLS), International Group for the Psychology of Mathematics Education (IGPME), European Association for Research on Learning and Instruction (EARLI), and the Special Interest Group of EARLI on Assessment & Evaluation.  Kyaruzi won the DAAD-MoEVT Scholarship for Ph.D studies in Germany, and PITRO scholarship for Master Degree at the University of Dares Salaam.

 

Publications

  1. Kyaruzi, F. (2019). The role of self-efficacy and use of teachers’ feedback on students’ mathematics performance in Tanzanian secondary schools. Journal of Education, Humanities and Sciences, 8(1), 30-46.

  2. Kyaruzi, F., Strijbos, J. W., Ufer, S., & Brown, G. T. (2019). Students’ formative assessment perceptions, feedback use and mathematics performance in secondary schools in Tanzania. Assessment in Education: Principles, Policy & Practice, doi:10.1080/0969594X.2019.1593103

  3. Kyaruzi, F., Strijbos, J. W., Ufer, S., & Brown, G. T. L. (2018). Teacher AfL perceptions and feedback practices in mathematics education among secondary schools in Tanzania. Studies in Educational Evaluation, 59, 1-9. doi.org/10.1016/j.stueduc.2018.01.004

  4. Kyaruzi, F., Strijbos, J. W., & Ufer, S. (2016, August). Students’ assessment for learning perceptions and their mathematics achievement in Tanzanian secondary schools. In Csíkos, C., Rausch, A., & Szitányi, J. (Eds.). Proceedings of the 40th Conference of the International Group for the Psychology of Mathematics Education (Vol. 3,155-162). Szeged, Hungary: PME.

  5. Kyaruzi, F., Strijbos, J. W., & Ufer, S. (2016, August). The impact of AfL perceptions on students’ mathematics performance in Tanzanian secondary schools. Paper presented at 8th Biennial Conference of EARLI SIG 1: Assessment & Evaluation, Munich, Germany.

  6. Kyaruzi, F. (2012). Effectiveness of mathematics continuous assessment feedback in secondary schools in Tanzania. Journal of Education Science and Humanities, 1(2), 53-65.