Effect of Formative Classroom Assessment in Saudi Arabian Elementary Schools

Alashwal, May

doi:10.47941/jep.373

Cited by 2 publications

(2 citation statements)

References 13 publications

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“…Furthermore, the findings are consistent with those of Shah (2014), who found that the experimental group's mean performance scores on a post-test were considerably higher than the control group. This is not unexpected because, according to Alashwal (2020), formative assessment is beneficial to students because it assists in the diagnosis of learning challenges and the understanding of topic difficulties, allowing students to enhance their academic learning outcomes.…”

Section: Discussion Of Main Findingsmentioning

confidence: 99%

Effects of Technology-Integrated Formative Assessment on Students' Retention of Conceptual and Procedural Knowledge in Chemical Equilibrium Concepts

Hagos

Andargie

2022

SEI

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The main objective of this study was to evaluate the impact of technology-integrated formative assessment strategies on students’ retention of conceptual and procedural knowledge in chemical equilibrium concepts. A quasi-experimental control group interrupted time series design was employed. Data was collected from 132 students, who were selected using a random sampling technique from three governmental secondary schools. Two experimental groups and one comparison group were involved in the study. A series of chemical equilibrium conceptual and procedural tests were used to collect data. A mixed model ANOVA was used to analyze the test scores. The three groups had varied mean gain scores in conceptual and procedural exam scores as repeated measurements of time, as can be observed from the descriptive statistics. The two-way mixed ANOVA findings revealed that there was a significant main effect between groups on conceptual test scores. Furthermore, on conceptual knowledge test scores, there was a significant interaction between time point and intervention groups. On procedural exam scores, there was also a significant difference between the three time points and intervention groups. A significant interaction between time points and groups was also observed. Given that there was a significant difference between the pre-test, post-test, and follow-up post-test scores in the experimental group, with the difference favoring the post-test scores, it can be concluded that the technology-integrated formative assessment strategy is successful in raising secondary school students' conceptual and procedural test scores.

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Section: Discussion Of Main Findingsmentioning

confidence: 99%

Effects of Technology-Integrated Formative Assessment on Students' Retention of Conceptual and Procedural Knowledge in Chemical Equilibrium Concepts

Hagos

Andargie

2022

SEI

View full text Add to dashboard Cite

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“…Assessment involves multiple techniques in the form of written, oral and performance/demonstration formats in groups or individually. Assessment does not cover only the learning outcomes at the end of specific period of instruction but also the participation in learning by bringing classroom instruction and assessment together as learners are exposed to some contents (Orlando 2020). Assessment is designed to collect information about the quality of an individual's work or performance in terms of knowledge, skills, attitude or behaviour using a variety of procedures to collect the desired information (Johnson & Morris, 2009: Rabinowitz, 2010.…”

Section: Introductionmentioning

confidence: 99%

The Effects of Formative Assessment on Pupils' Achievement in Civic Education in Lower Basic Education in Gombe, Gombe State, Nigeria

2022

NIU JSS

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The paper investigated the effects of formative assessment on pupils' achievement in civic education in Lower Basic Education in Gombe. The study adopted a quasi-experimental research design specifically, the pre-test post-test non-equivalent control group design. The population of the study comprised all the 37 public primary schools in Gombe. Two schools were randomly selected which had 91 pupils with 46 in experimental group and 45 in the control group who were used with as intact classes. Public primary schools were used because they record more pupils' low achievement and share common characteristics in terms of provision of material and human resources. The instrument for data collection was a Civic Education Achievement Test (CEAT) which consisted of two sections A and B. Section A dealt on bio data of the pupils while section B contained 20 four-option multiple choice items in Civic Education contents. The CEAT was developed using table of specifications and was further subjected to scrutiny of three experts, one in Civic Education and two from Research, Measurement and Evaluation (RME) Unit in the Department of Educational Foundations, University of Jos. The experts were to judge the items' comprehensiveness, wording appropriateness, adequacy, precision and clarity. Their corrections and suggestions guided the production of final copy of the CEAT. The experimental group was taught civic education using formative assessment technique while the control group was taught using discussion method. A test-retest reliability coefficient of 0.82 was obtained using PPMC. Four research questions were raised and three hypotheses were formulated and tested at 0.05 level of significance. Mean, standard deviation and graph were used in answering the research questions while t-test for independent samples was used in testing the hypotheses. The findings of the study revealed that pupils' pre-test civic education mean scores were low but the experimental group recorded higher mean scores after exposure to formative assessment. The t-test analysis indicated that there was a statistically significant difference between posttest means of the experimental and control groups. Gender did not affect the posttest civic education mean scores of the experimental group. The study recommended that the Gombe SUBEB should organize conferences, seminars and workshops for teachers and design curriculum on formative and other innovative assessment techniques.

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Effect of Formative Classroom Assessment in Saudi Arabian Elementary Schools

Cited by 2 publications

References 13 publications

Effects of Technology-Integrated Formative Assessment on Students' Retention of Conceptual and Procedural Knowledge in Chemical Equilibrium Concepts

Effects of Technology-Integrated Formative Assessment on Students' Retention of Conceptual and Procedural Knowledge in Chemical Equilibrium Concepts

The Effects of Formative Assessment on Pupils' Achievement in Civic Education in Lower Basic Education in Gombe, Gombe State, Nigeria

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