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 10th 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.
Highlights
Evaluation plays a central role in education (Baird et al, 2017)
It was seen that repeated measurements did not make a significant difference in the mathematics attitudes scale (MAS) scores (
The results revealed that formative assessment practices were statistically significant in improving students' mathematics achievement
Summary
Evaluation plays a central role in education (Baird et al, 2017). the effect of summative assessment in education on improving during instruction is limited (Schoenfeld, 2016). Different assessments are used as part of the teaching process, effective teachers should use formative assessment in the classroom to identify student misunderstandings, provide feedback to students, and make necessary corrections in teaching (Cauley & McMillan, 2010). Because formative assessment, which focuses on the enhancement of learning rather than assessment what has been learned, is one of the important tools for success in education (Box, 2019; Gotwals et al, 2015; Moreno & Pineda, 2020). The use of formative assessment in mathematics classrooms is necessary to provide students with opportunities to review their knowledge, reflect, and improve the quality of their learning (Swan & Foster, 2018). Formative assessment is a dynamic process used by teachers and students that provide information to be used as feedback to improve
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