The effect of formative assessment on high school students mathematics achievement and attitudes

Abstract

The purpose of this research is to examine the effects of formative assessment practices on students' academic achievement, attitudes towards mathematics, and to investigate their views on formative assessment practices. A 12-week quasi-experimental research design was adopted in the research. The research group consisted of 51 students in the 10 th grade (26 in the experimental group and 25 in the control group) of a high school. Qualitative data were obtained via functions academic test and mathematics attitude scale while a semi-structured interview form was used as a qualitative data collection tool. The quantitative results revealed that the effect of formative assessment practices on students' attitudes towards mathematics and mathematics achievement was statistically significant. According to the qualitative results of the research, formative assessment practices were found to be beneficial in terms of contributing to learning processes and encouraging students to express themselves in the classroom. It is recommended that teachers use formative assessment to support student-centered classrooms in teaching mathematics and to effectively evaluate students' mathematical competence in the learning process.

Involvement of the student in their learning: Effects of formative assessment on competency development

“…Wafubwa and Csikos (2022) demonstrated better academic performance and metacognitive awareness in students exposed to formative assessment guidelines compared to those taught under conventional instruction. Kültür & Kutlu (2021) discovered that formative assessment had a favorable impact on students' academic achievements, attitudes towards mathematics, and self-expression in the classroom following metacognitive analysis.…”

An examplary application of mathematics teaching based on formative assessment

“…Even though evaluation has been perceived as an action taken at the end of the learning process for years, it has been realized that evaluation should be done throughout the learning process, and it has begun to be regarded as the most important element of learning. Even if all students are at the same level at the beginning of their education, students will be at different levels of cognition due to individual differences in the process, so evaluation turns out to be the most important element in effective teaching (Kültür, 2021). Considering the necessity of process evaluation as well as result evaluation in the Turkish education system, the use of tools and methods called "alternative" and then "complementary" has been included in addition to traditional measurement and evaluation (MEB, 2020).…”

Effects of student-centered learning and formative assessment on first year students of a non-government college in Bangladesh

“…Student-centered learning involves the active participation of students in learning involvement so that it can improve student achievement (Benlahcene et al, 2020;Koehler & Meech, 2022), learning outcomes (Jaiswal & Al-Hattami, 2020), learning motivation (Dewi et al, 2019;Partanen, 2020), as well as critical thinking skills (Apriliana et al, 2019;Partanen, 2020). Meanwhile, formative assessment shows a positive impact on mathematics achievement (Kültür & Kutlu, 2021). According to Yalçin (2017), with formative assessment, there is an increase in student learning achievement.…”