Abstract
This study examined the effect of Assessment for learning with feedback on senior secondary school students' academic achievement in Economics in Nasarawa State. The study employed quasi–experimental research design involving the non-equivalent pretest, posttest, control group design. The target population comprised 15, 550 SS II students from secondary schools in Nasarawa State for the 2018/2019 academic session. A sample of 120 (85 male and 35 female) SS II students from two randomly selected public secondary schools in Nasarawa Local Government Area of Nasarawa State. Data were collected using Economics Achievement Test (EAT). The logical consensus of the experts gave 0.90 index of rational validity and the reliability coefficient of 0.85 was obtained for EAT using Kuder-Richardson formula (K-R21). Mean and standard deviation were used to answer the research questions while Analysis of Covariance (ANCOVA) was used to test the hypotheses at 0.05 alpha. Results revealed that the use of Assessment for learning with feedback provided favourable effects on the experimental group and the effect led to significant improvement in students' achievement in Economics. Similarly, sex does not significantly affect the mean achievement scores of students' taught Economics using Assessment for learning with feedback and those taught using conventional instructional tools. It was concluded that Assessment for learning with feedback was more effective in enhancing students' achievement, in Economics than conventional instructional tools. Thus, the study recommended that Assessment for learning with feedback should be used in the teaching of Economics to enhance learning so as to maintain the closed gap between male and female on the achievement score in the subject.