Abstract
The aim of the study is to investigate the effects of formative assessment on prospective teachers’ academic achievement, attitudes towards educational measurement and self-regulation skills. In the study, quasi-experimental design including non-equivalent pre-test and post-test control group. There are 40 prospective teachers in each one of the experimental and control group which implemented in the scope of measurement and evaluation course in education faculty. Formative assessment was implemented within the 14-weeks in the experimental group, and summative assessment practices were done in the control group. According to the research results, it is determined that academic achievements of prospective teachers in the experimental group have differentiated significantly to academic achievements of prospective achievement in the control group. There is no statistically significant difference between prospective students’ attitudes towards measurement and self-regulation in the experimental and control group. However, it has been made out those prospective teachers’ attitudes towards measurement and self-regulation skills in the experimental group have been higher than the others’ in the control group.
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