Positive impact of formative assessment on science subject learning: A case study of an international private school

Abstract

Addressing challenges in science education and enhancing students' learning experiences requires a comprehensive understanding of effective formative assessment practices. This study aims to investigate students' perspectives on formative assessment, particularly Classroom Assessment Techniques (CATs), in science education and explore their positive impact. Two research objectives were established: (1) to explore students' perspectives on CATs and (2) to identify students' reasoning on CATs. Students at an international private school who had been introduced to CATs and had used these techniques throughout their learning sessions were the focus of this qualitative research. In this study, 15 students participated in an online survey, out of whom three participants were randomly selected to participate in individual, in-depth, semi-structured interviews conducted. The students also signed informed consent forms, indicating their agreement to participate in the study. A series of interview protocols were designed. Regarding the perspectives on CATs, participants' responses were categorized into two common themes: (i) the ability to relate science to daily life and (ii) enhancement of understanding of science subject. Meanwhile, students' reasoning behind CATs was categorized into three common themes: (i) self-directed learning, (ii) aid in memorization, and (iii) reduction of feelings of isolation. The findings can provide both educators and students with a deeper understanding of the benefits derived from implementing CATs and how these techniques contribute significantly to the progress of teaching and learning processes.