When using formative assessment, the importance of providing students with performance standards is evident, and students need to be informed on which of their mathematical competencies are not at the required level. In this study, a formative feedback instrument on the mathematical competence of students is developed using a five-point radial chart, each radial related to a mathematical competency. Five fundamental competencies (or skills) were identified from literature for constituting mathematical competence. A rubric was designed to assess responses of students to formative tests and the five-point radial chart was used to report the mathematical competence of the students as assessed by using the rubric. For evaluating the impact of the instrument, students completed questionnaires on their experience of the competence instrument. The mathematical competence instrument has potential in realising the objectives of formative assessment, but more research needs to be done on the implementation of the instrument in guiding students to improved performance.

formative assessment, feedback, mathematical competence, competencies, metacognition.