The Effect of Formative Assessment Technique on Academic Success of the Students and Their Attitudes in the Unit “The Solar System and Beyond: The Space Puzzle” At 7th Grades

Süleyman Aygın,Nesrin Ürün

doi:10.17275/per.16.spi.2.12

Abstract

This study has been carried out to fulfill the effect on 7 th grade students’ academic achievement and their attitudes towards the Science and Technology course in the unit of “solar system and beyond: space puzzle”. The semi–experimental methods with pre-test post-test, experiment and control groups were used in the study. 60 (sixty) 7 th grade students who were studying in a secondary school in the city center of Agri, participated as a sample in this research. The experimental group was composed of 30 students of 7-A class and the control group included 30 students of 7-C class. The practice of this research was performed in the spring season of the 2014-2015 academic years in three weeks. During the practice the formative assessment method was used in the experimental group and traditional method in control group. The data of this research were collected by using an academic achievement test and a science attitude test both as pre-test, post-test. The independent sample t-test was used to analyze the data between the groups and paired t-test was used to analyze the data in the groups. According to the results, at the end of the formative assessment activities applied to the experimental group, obtained from the analyses it was concluded that the average success of the students participated in the experimental group is very high compared to the average success of control group. It was seen that the students’ academic success in the experimental group was higher than the students’ academic success in the control group and the significant difference between them was very high. As another result a very small difference was identified between experiment and control groups in terms of students’ attitudes towards science

Highlights

Assessment in Science Education “The point of view that is taken as the basis in measurement-evaluation process is based on an understanding that consists of the evaluation of the process as well as the product itself
In order to determine the reliability of the Academic Achievement Test, which consisted of 24 multiple-choice questions, the Cronbach Alpha reliability analysis was performed, and the Cronbach Alpha internal consistency coefficient of the test was found as 0.77
The semi–experimental methods with pre-test post-test, experiment and control groups were used in the study. 60 7th grade students who were studying in a secondary school in the city center of Agri, participated as a sample in this research

Summary

Introduction

Assessment in Science Education “The point of view that is taken as the basis in measurement-evaluation process is based on an understanding that consists of the evaluation of the process as well as the product itself. For this reason it is recommended that at the end of the learning process that the students revealed is evaluated with their performance. The use of supplementary measuring tools and techniques must be considered because the digital data obtained with traditional measuring tools do not make sense alone. The types of assessment in education are classified as the evaluations based on the purpose of their application and the ones that are based on the norms (criteria)

Objectives

Methods

Results