Using Formal Embedded Formative Assessments Aligned with a Short-Term Learning Progression to Promote Conceptual Change and Achievement in Science

Abstract

This study examined the effect of learning progression-aligned formal embedded formative assessment on conceptual change and achievement in middle-school science. Fifty-two sixth graders were randomly assigned to either an experimental group or a control group. Both groups were taught about sinking and floating by the same teacher with identical curriculum materials and activities. The experimental group received, in addition, three sets of formal embedded formative assessments with qualitative feedback as to how to improve their understandings aligned with an expected learning progression during instruction. The control group spent the corresponding time between new curriculum activities conducting curriculum-specific extension activities. Overall, the experimental group experienced on average greater conceptual change than the control group. The experimental group also scored higher on average than the control group on general achievement tests, especially the performance assessment. This study supported the contention, then, that embedding formal formative assessments within a curricular sequence built around an expected learning progression is a useful way to promote conceptual change along that learning progression in science classrooms.