Impact Of Formative Assessment Research Articles

A Systematic Review of Meta-Analyses on the Impact of Formative Assessment on K-12 Students’ Learning: Toward Sustainable Quality Education

Formative assessment in K-12 education has been a notable teaching and learning focus area in schools over the last 20 years, as evidenced by numerous recent systematic reviews and meta-analyses investigating and summarizing the evidence for formative assessments’ effectiveness and sustainability. This umbrella review systematically reviews meta-analyses investigating the effects of formative assessment on learning, summarizes the current findings, and assesses the quality and risk of bias in the published meta-analyses. Meta-analyses were identified using systematic literature searches in the following databases: Scopus, ERIC, Academic Research Complete, ProQuest, APA PsycArticles, SPORTDiscus, Web of Science, and Humanities International Complete. Thirteen meta-analyses, each of which examined the effects of formative assessment on learning in K-12 students, were included in this umbrella review. The review considered evidence for the potential effectiveness of using formative assessment in class with primary and secondary school students. Formative assessment was found to produce trivial to large positive effects on student learning, with no negative effects identified. The magnitude of effects varied according to the type of formative assessment. The 13 included meta-analysis studies showed moderate (n = 10), high (n = 1), and low (n = 2) methodological quality (AMSTAR-2), although the robustness of the evidence (i.e., GRADE analysis) was very low (n = 9), low (n = 3), and moderate (n = 1). These findings offer valuable insights for designing and implementing different types of formative assessment aimed at optimizing student learning and ensuring the sustainability of assessment practices. However, the low-to-very-low certainty of the available evidence precludes robust recommendations regarding optimal formative assessment strategies for learning in K-12 students.

Impact of formative assessment in improving writing skills in English as a second language among selected senior high schools in Sulu

This descriptive-correlational study examined the impact of formative assessment on English as a second language writing skills in public senior high schools in Sulu during the School Year 2023-2024 using 100 samples taken through non-probability sampling via purposive sampling. It used weighted mean, standard deviation, t-test for independent samples, One-way ANOVA, and Pearson's and found the following:1) Of the 100 student-respondents, mostly male, 19–20 years old, enrolled in GAS strand, whose parents have elementary education and monthly incomes of 10,000 or less; 2) Formative assessment improved English writing skills on average; 3) Besides age, gender, strand, parent's educational attainment, and parent's average monthly income significantly moderate how senior high school students evaluate formative assessment's impact on English writing skills. The impact of formative assessment on English writing skills is perceived differently by student-respondents in different strands. ABM students perceive Writing Skill Development better, TVL students’ perception Teacher Feedback and Guidance, and HUMMS students’ perception Peer Interaction and Collaboration. Whereas, Student-respondents whose parent's average monthly income is within 10,000-15,000 are better perceivers of Writing Skill Development, Teacher Feedback & Guidance, and Peer Interaction & Collaboration; 4) Senior high school students in Sulu who perceived formative assessment as improving English writing skills as Agree or with High Extent are very similar; In ESL writing, this approach states that students learn from their own experiences, others, and their surroundings.

The impact of formative assessment on developing EFL student-teachers’ language competences as domain-specific

The paper reports on the outcomes of research carried out at a North Macedonian public university aimed at developing the language competences of prospective EFL teachers through formative assessment. For the study’s purposes, a CEFR-based assessment tool was designed for teacher, peer and self-assessment of the ETP (English-for-teaching purposes) competences of fourth year student–teachers (n=15) micro-teaching lower year students. Fluency, accuracy, interaction, stimulating the development of ideas, and addressing audiences were the formative assessment criteria used to check if there was progress from the first to the third micro-teaching session as a result of formative feedback and assessment training. Additionally, two surveys for student-teachers and peer-assessors were used aimed at exploring: a) the effects of formative feedback on students’ language competences and teaching skills; b) the effects of formative assessment training on students’ peer- and self-assessment skills; and c) the professional and personal benefits of formative assessment training for students. Apart from many personal benefits from the project, findings revealed positive effects of formative assessment on students’ language competences and teaching skills; specifically on the awareness of the complexity of ETP competences and the skills for tackling various classroom, assessment and material design challenges.

Impactof formative assessment based on feedback loop model on high school students conceptual understanding and engagement with physics

Impactof formative assessment based on feedback loop model on high school students conceptual understanding and engagement with physics

Expectation and Satisfaction Level of Students with Impact of Formative Assessment on the Scores of Summative Assessments in the Subject of Dental Materials -A Study from Private Dental College Karachi Pakistan

OBJECTIVE: To evaluate the improvement in the scores of summative assessment after formative assessment practices as well as expectation and satisfaction level of students with formative assessment in subject of the science of Dental Materials. METHODOLOGY: It was a longitudinal study with pre-post design that was conducted on second-year BDS students over a year. Students were selected by non-probability, convenience sampling technique from a private dental college. Summative assessments conducted at the end of semester III were considered pre-intervention tests. Semester IV was planned with formative assessment and feedback sessions after every topic and summative assessments conducted at the end of semester IV were considered Post-intervention tests. The summative assessment was done by Multiple Choice questions and a structured practical exam. A structured close-ended questionnaire was administered to record Students' level of expectation and satisfaction. The analysis was performed by using SPSS version 20. Quantitative analysis was reported by means and standard deviation. Furthermore, paired sample t-test was performed to analyze students' scores before and after formative assessment. Frequencies and percentages were calculated for the number of responses to each item in the questionnaire. RESULTS: Performances of students in semester III (before formative assessment) with semester IV (after formative assessment) were compared with paired-sample t-test results showed a significant increase in the scores of students before (M=62.74, SD±14.72) to after (M=67.16, SD ±14.53). KEYWORDS: Expectation, satisfaction, formative assessment, Summative Assessment, Science of dental materials.

Interestingness is in the eye of the beholder – the impact of formative assessment on students’ situational interest in chemistry classrooms

ABSTRACT Students’ interest is considered an important learning outcome, but it is also a relevant predictor for student learning, and future vocational choices. According to numerous studies, however, students’ interest in STEM fields usually declines during the course of secondary education. From the perspective of science education, it is therefore necessary to foster or at least maintain students’ interest. Despite the variety of approaches that have already been examined in order to promote student interest, the problem of low-interested students remains. Prior findings indicate that specific person characteristics and the students’ perception of the situation seem to be moderate the effectiveness of many approaches. The current intensive repeated measure intervention study addresses the investigation of a possible interest trigger (formative assessment) and also the process that influences the perception of this trigger. Based on a sample of 9th-grade chemistry students (N = 200), three different interventions of formative assessment were implemented in regular classrooms. Students’ situational interest was assessed repeatedly in short time intervals. Based on multilevel analyses, not all interventions were perceived as equally interesting by the students. While students’ individual interest influences the perception of all interventions positively, the impact of gender, chemistry grade, and enjoyment varies across the interventions.

Perception Regarding Formative Assessment among Indian Undergraduate MBBS Students – A Strategic Initiative towards Competency based Education

Introduction: Evaluation in the form of formative or summative is fundamental in measurement of the students’ acquisition and understanding of the material covered. The goal of formative assessment (FA) is to monitor students learning and provide ongoing students feedback which in turn improves teaching and help finding strengths and weaknesses of students. Summative evaluation (SA) on the other hand is to evaluate students learning at the end of the instructional unit to compare students’ performance with some other standards. Objectives: To determine the students’ perceptions about the impact of formative assessment on the outcome of summative assessment in teaching learning process during the first year MBBS program. Materials and Methods: An observational study was conducted among the third semester MBBS students of North Eastern Indira Gandhi Regional Institute of Health and Medical Sciences, Shillong, Meghalaya using a questionnaire to record the opinions and were rated using the 5 point Likert’s scale regarding the impact of FA on the SA and then the data was collected, analysed and interpreted. Results: Most of the respondents opined that FA helps the students in isolating specific weak areas. This study revealed that feedback from FA to the students is important to supplement and modify teaching by the teachers. Formative evaluation is important for student as it aids in targeting problem areas within their classes. Most of the students opined that FA helped them for deep learning and thus helped them in improving the result in SA. Conclusion: FA not only assesses students’ achievements but also enables them to recognize the areas in which they are having difficulty and to concentrate their future efforts on those areas. Adequate frequency of FA with immediate feedback is beneficial. The results of this study encourage the use of FA as an educational tool in all MBBS subjects for they have significant positive effects on learning as well as on SA in many ways.

FORMATIVE ASSESSMENT AS EFFECTIVE CLASSROOM PRACTICE

The article examines the phenomenon of formative assessment as an innovative trend in English language teaching. The essence and the concept of formative assessment are considered in the article. The impact of formative assessment on the process of teaching and learning is highlighted. The advantages of using formative assessment approach in teaching of the cadets of the university are investigated. The article provides the basic principles and structural components of formative assessment. The paper shows the role of formative assessment in the process of improving cadets’ knowledge and skills, its effect on increasing their motivation in learning. The scientific and theoretical foundations of formative assessment are presented. The development of scientific ideas on formative assessment is analyzed. The article concludes the significance of using formative assessment principles in the process of studying aiming to motivate future officers to study English. It is the important factor for their future promotion and the key that will open for theml ots of opportunities in future.

Impact of Formative Assessment on Students’ Motivation in Foreign Language Acquisition

The article focuses on introducing formative assessment to the educational process of professionally oriented English communication and the impact of assessment on students’ motivation to learn English. In the article, various types of motivation are discussed; high and low levels of formative assessment are presented; the relationship between motivation and assessment in learning English is studied. The model of high and low levels of formative assessment implementation in learning English for professional communication is tested. The levels of students’ motivation to English acquisition in the conditions of low and high levels of formative assessment are compared. Special attention is paid to specific pedagogical conditions under which formative assessment has a greater impact on students’ motivation. Experimental training was conducted among students of the pedagogical university who study English for professional communication. The authors compare and analyze the results of the motivation tests and diagnostic tests of language proficiency at the pre- and post- stages of experimental training. The study supports the idea about the relationship between students’ motivation and their English language proficiency assessment. The results show that a high level of formative assessment can be beneficial for overcoming students’ low motivation if students receive immediate feedback, evaluation of their work, teachers’ recommendations and support. It is observed that the reasonable integration of students’ self-assessment into teachers’ formative assessment plays a vital role in increasing students’ motivation to English acquisition. According to the study, regular practical implementation of high-level formative assessment methods in English acquisition increases the level of students’ motivation and, consequently, the level of students’ achievements in mastering professionally oriented English communication.

Impact of formative assessment on autonomous learning in times of covid-19

In 2020, face-to-face education ceased to be applied in colleges and higher education entities, starting virtual education in the framework of the health emergency caused by Covid-19. The research had a non-experimental design, cross-sectional causal correlation. The sample consisted of 405 high school students, selected by random non-probability sampling. Questionnaires were used for both variables measured with a Likert scale from 1 to 5 points; both with 19 items; The first was the SAFL-Q formative assessment scale for students, it has five dimensions; the second was the adapted CETA self-learning questionnaire for students, which has six dimensions. The first questionnaire has an acceptable reliability value (Cronbach's Alpha = 0.941, 95% CI) and the second, self-regulated learning with an acceptable reliability value (Cronbach's Alpha = 0.946, 95% CI). The results indicate that formative assessment significantly influences autonomous learning and its dimensions respectively.

Impact of Formative Assessment on Students’ English Writing Skills at Elementary Level

The purpose of the current study was to measure the impact of formative assessment techniques on students’ writing skills. The techniques of formative assessment were used with sixty-four students. Formative assessment techniques were provided to students for three months. Summative assessment techniques and students’ survey was applied. In this study formative assessment was provided during the English writing process. After the completion of the intervention, it was found that when students are provided with formative assessment during their studies, this method of assessment improves their learning process. The result depicts that when student remained under continuous assessment process, it improved their English writing skill. On the basis of these conclusions, it is recommended that teachers should use formative assessment in their classes during their teaching. They should also provide formative assessment not only to the students by themselves but also enable them for self-assessment for improvement in their learning.

The Impact of Formative Assessment on Results of Secondary School Pupils in Mathematics: One Case of Schools in Slovakia

Teaching of mathematics at Slovak primary schools used to be based on the trans missive transfer of knowledge and skills from teachers to pupils. The currently used constructive and investigative approach in teaching mathematics in Slovakia requires a change in the formative assessment in mathematics based on the pedagogic experiment, which is carried out on a target group of respondents. The issue of measuring and evaluating pupils' performance is still topical for several reasons. Pupils' results in mathematics often do not meet the expectations among pupils themselves and their parents. Measuring pupil's level of knowledge and quality of education is also one of the topics that are very often discussed by the general public. We consider the use of formative assessment to correct teachers' teaching practices and pupils' learning practices as a suitable tool for the teaching process. This fact can be applied also in teaching mathematics. It helps to identify misconceptions in pupils' knowledge, to diagnose various problems and their causes in the learning process of pupils.

Impact of Formative Assessment on Students’ Learning at Private Schools in District Sanghar, Sindh

Impact of Formative Assessment on Students’ Learning at Private Schools in District Sanghar, Sindh

Formative Assessment Enriches Learning: Perspectives Of Female University Teachers In Karachi (Pakistan)

This article is drawn from PhD dissertation and the prime purpose of this research is to study the perspective of female university teachers regarding impact of formative assessment on learning at university level in Karachi (Pakistan) and to suggest the appropriate practices of formative assessment to enhance the learning. The scope of the study is limited to female faculty members of education in the universities in Karachi. The survey design, research strategy, was adopted for the study. The target population, for the study, was 136 female faculty members of education in the universities (public and private) in Karachi (Pakistan). Simple Random Sampling (SRS) design was adopted to select the universities as a unit of sampling and female faculty members of the same universities were the sample size. In this process 66 Female faculty members were selected as sample size from different eight (8) universities. The questionnaire was adopted as research instrument. Data was analyzed and it was found that the formative assessment enriches learning. In the light of findings concrete recommendations were made.

Can Formative Assessment and Corrective Feedback Improve L2 Learners’ Performance on English “Comparative Forms”? The Case of Low-Proficiency Level EFL Learners

This study aims to examine the impact of formative assessment with corrective feedback as one of the effective tools that improve the performance of students who study English as a second language (L2 learners). More specifically, it contributes to research on the complex relationship between the attitudes and practices of English language teachers and students regarding the way they understand and practice the basics of formative assessment and corrective feedback when checking students’ achievement. In order to achieve this goal, the study investigated this matter in light of the following guiding questions: What are the effects of corrective and formative feedback in improving students who are learning English as a second language level L2 learners? How might teachers provide effective assistance to their students during this stage?To address these questions, A total of 58 subjects were divided into a control group (n=29) and an experimental group (n=29). All the subjects were second-year cadets at a military academy. Both groups were given a pre-test prior to the teaching of English “comparative forms”. The purpose of the pre-test was to make sure that the two groups were homogenous. The pre-test was then followed by the teaching of English “comparative forms” in both groups. The experimental group was given a formative assessment where each subject also received one-on-one corrective feedback. Finally, a post-test (summative assessment) was given to both groups.After collecting and analyzing the data, it was found that providing a formative assessment and corrective feedback has a positive impact on improving students’ level of accurate understanding accurately and student writing as well as correct reading.

Impact of Formative Assessment and Feedback on Higher Education

This research study is based on the literature review through documentary analysis. In this study it is aimed to find out the impact of formative and feedback assessment in Higher Education in Pakistan. Assessment is a key role to enhance both teaching and learning and is needed in assuring the nature of training development, including analytic testing, strategies are related to formal and no formal assessment strategies directed by teachers amid the learning procedure with the end goal to adjust educating and learning exercises to enhance understudy achievement. Input is the best apparatus when started by the understudy, related to self and associate to assessment. The study was discussed in detail through theoretical framework on nature formative feedback and formative assessment. It is well up to the mark and standard policy documented about the assessment that has a great influence on the teaching and learning process.

The Impact of Formative Assessment on the Success and Response Rate in a 6th Grade Physical Education Badminton Unit

ABSTRACTFormative assessment can raise standards of achievement. In physical education, when formative assessment was incorporated into instruction, students performed better in terms of skills and were more on-task. The purpose of this study was to examine the effects of formative assessment on success and response rate of a sixth grade badminton unit. Specifically, this study aims to study how formative assessments impact response and success rates of the more skilled, average skilled and lower skilled students in a badminton unit in physical education. Sixteen students from two sixth grade classes took part in this study. One class served as the treatment group, where the teacher incorporated formative assessments in her teaching, while the other class served as the control group. The current study found that students in the treatment group were more on-task than the students in the control group based on the response rate. Students in the treatment group had higher response rate, and this difference was statistically significant. Although the treatment group showed a 10% higher mean success rate, the results were statistically insignificant. This study confirmed students were more on-task and had a higher response rate when formative assessments were incorporated into the lesson.

Formative Assessment Enriches Learning: Perspectives Of Female University Teachers In Karachi (Pakistan)

This article is drawn from PhD dissertation and the prime purpose of this research is to study the perspective of female university teachers regarding impact of formative assessment on learning at university level in Karachi (Pakistan) and to suggest the appropriate practices of formative assessment to enhance the learning. The scope of the study is limited to female faculty members of education in the universities in Karachi. The survey design, research strategy, was adopted for the study. The target population, for the study, was 136 female faculty members of education in the universities (public and private) in Karachi (Pakistan). Simple Random Sampling (SRS) design was adopted to select the universities as a unit of sampling and female faculty members of the same universities were the sample size. In this process 66 Female faculty members were selected as sample size from different eight (8) universities. The questionnaire was adopted as research instrument. Data was analyzed and it was found that the formative assessment enriches learning. In the light of findings concrete recommendations were made.

The Effects of Formative Assessment on Algerian Secondary School Pupilss Text Comprehension

Formative assessment has proved its potential in improving the learning outcomes of EFL learners. However, its use is quite restricted in the Algerian secondary school. Thus, instead of playing a formative role, the assessment found in the Algerian EFL classroom is of a summative nature. Accordingly, the purpose behind the current research is to shed light on the importance of formative assessment in the teaching and learning processes by highlighting its effect on text comprehension, as the latter may be an obstacle to effective language learning and academic achievement among Algerian secondary school pupils. To reach this end, the present research attempts to investigate the impact of formative assessment on pupils’ text comprehension as well as their achievement and attitudes through answering the following research questions: (1) how does formative assessment develop pupils’ text comprehension? (2) What changes can the experiment bring in terms of students’ achievements and attitudes towards text comprehension? This research is based on a quasi-experimental design delivered to sixteen third year secondary school pupils as the latter are required to sit for the ‘Baccalaureate’ exam in which text comprehension is of crucial importance. A pretest, a posttest, an intervention which lasted five weeks and a questionnaire were used to find out the impact of formative assessment on the development of pupil’s text comprehension. The results obtained showed a significant progress in pupils’ outcomes in the four language competences: grammatical, textual, functional and sociolinguistic and namely in grammatical and textual competences. Therefore, it is strongly recommended that formative assessment should be an integral part of the teaching process.

Examining Students perspectives on the Impact of Formative Assessment on Teaching and Learning; Abu Dhabi Private Schools as a Case Study

Examining Students perspectives on the Impact of Formative Assessment on Teaching and Learning; Abu Dhabi Private Schools as a Case Study