The study examines the advantages and preference of students in the application of multiple assessment methods as a way of enhancing the performance of form one student in learning the introduction of set. Based on the constructivist theory, according to which learners construct their knowledge through experience and reflection, the study analyzes the shift toward the traditional, high-stakes, summative testing to the more continuous and student-centered formative assessment. This study brings out the abstractness of set theory and the shortcomings of old-fashioned evaluation tools to detect student misconceptions. In order to overcome these issues, mixed method explanatory research design was used which involved sequential data collection whereby quantitative method used questionnaires were conducted on 100 students and qualitative method semi structured interview of 4 Mathematics teachers. The analysis particularly provides an evaluation of different assessment methods such as quizzes, interactive games, classroom discussions and homework with an aim to establish the most effective assessment mode in aiding conceptual learning, alleviating anxiety in the learning process and offering immediate feedback that would enable a learner to master the essentials in the field of Mathematics.
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