INFLUENCE OF FORMATIVE ASSESSMENT CLASSROOM TECHNIQUES (FACTs) ON STUDENT’S OUTCOMES IN CHEMISTRY AT SECONDARY SCHOOL

Abstract

Assessment in many Central- and Eastern-European countries is dominated by summative assessment (SA). Simultaneously, researchers and educators from western Europe and the US proclaim the formative assessment (FA) as an important element of the educational process and advise including it into curricula and everyday teachers’ practice. The research presented herein reports an introduction of formative assessment classroom techniques (FACTs) during chemistry lessons at K7 level in Slovakia. In total 202 students participated in the research. They were divided randomly into a control (n=97) and an experimental (n=105) group, and the intervention covered 10 successive lessons. After the intervention, the student’s outcomes were compared using the test checking student’s knowledge and skills according to various domains of Bloom’s revised taxonomy. The results suggested a statistically significant increase in the score of the experimental group, and a detailed analysis revealed that the increase was significant in both lower- and higher-order cognitive skills area. Finally, the students’ reaction on the introduction of formative assessment was studied and showed their positive attitude towards the introduced method. Keywords: chemical education, formative assessment classroom techniques, higher-order cognitive skills, secondary school.

Examining the Effect of an Online Formative Assessment Tool (Ofat) of Students’ Motivation and Achievement for a University Science Education

“…The positive effects on student achievement with an OFAT were confirmed by the findings. Lots of former research are following the findings and answers (Babincáková et al, 2020;Bulunuz et al, 2014;De Witte et al, 2015;Koedinger etal., 2010;Pacheco et al, 2018). Here, students using an OFAT to a greater extent achieved better than students using an OFAT to a lesser extent as the importance of students' intensity use, completed assignment numbers.…”

“…Particularly in science teaching, the integration of assessment and teaching must be fostered, and the use of formative assessment must be generalized. Formative assessment has been proved to engage students in applying their understanding of science concepts to real-world contexts (Babincáková et al, 2020;Bulunuz et al, 2014). In 21st century higher education, online and blended learning have increased and converted certain and common position.…”

The Effect of VBA for Microsoft Excel as Teaching Material to Improve Prospective Elementary School Teachers' Mathematical Conceptual Understanding

“…Mathematical concepts that students get in elementary school will be a provision for students to accept mathematical concepts at the next level and are expected to be applied in everyday life (Babinčáková et al, 2020;Chang et al, 2011;Duval, 2017). Following opinions from Fennema & Romberg (1999), mathematics teaching aims to emphasize one's understanding of the benefits of mathematics in daily life or the world of work.…”

A Comparative Study on The Comprehensive Difficulty of Junior High School National Examination

“…The cognitive level theory can be seen in the bloom theory (Anderson, 2001;Babinčáková, Ganajová, Sotáková, & Bernard, 2020;Duval, 2014). In this concept, it is hoped that questions containing explore and application can be higher than other types of questions (Koh, 2006;Weiler, 2005).…”