The Effects of Formative Assessment on Academic Achievement, Attitudes toward the Lesson, and Self-Regulation Skills

Abstract

The purpose of this research is to examine the effects of formative assessment practices on students' academic achievement, attitudes toward lessons, and self-regulation skills in the fifth-grade social studies class. Mixed method research was used to conduct the study. The research group consisted of 45 students in the fifth grade of a secondary school in Erzurum in the academic year 2014-2015, and a teacher who performed the practices. Experimental procedures were carried out for 28 weeks. Social studies performance tests, attitude inventories for social studies classes, self-regulatory learning skills scales, semi-structured interview forms, and observation forms were all used as data collection instruments. As a result of the research, it was determined that the experimental group in which the formative assessment practices were performed had a significantly higher academic achievement levels and better attitudes toward the class than the students did in the control group. With regard to the students' self-regulation skills, although the formative assessment had a positive effect, no significant difference was found between the experimental and control groups. According to the researcher' s observations and the interviews conducted with the teacher and students, it was determined that the general view on the application of formative assessment was notably positive.

The Effect of Formative Assessment Practices on Student Learning: A Meta-Analysis Study

“…For more than a decade, Turkey has given priority to the improvement of assessment for learning in education programs and offered more support to teachers to encourage them to use this assessment strategy more frequently in their classrooms (Kitchen et al, 2019;MoNE, 2017MoNE, , 2020. With the growing importance of using formative assessment strategies in classrooms, the number of research studies conducted about the effectiveness of the formative assessment has increased considerably in recent years (Delen & Bellibaş, 2015;Double et al, 2020;Lee et al, 2020;Ozan & Kıncal, 2018). In parallel to the publication of more research studies, a metaanalysis research study was developed in the present study.…”

Students Perception of Teachers’ Use of Formative Assessment Strategies in Mathematics Classrooms

“…Empirical studies support the fact that formative assessment is associated with benefits such as making learning visible and providing strong feedback to teachers (Black & Wiliam, 1998;Hattie, 2008;Black & William, 2009;Clark, 2012;. Studies have also shown that formative assessment has positive effects on students' achievement (e.g., Anderson & Palm, 2017;Ozan & Kincal, 2018) and can promote students' learning (Gipps et al, 2015).…”

Basic School Teachers’ Formative Assessment Practices: Influence of Demographic Variables

“…In a mixed-method study on the effects of formative assessment on academic achievement, attitude towards the lessons, and selfregulation skills, it was discovered that the experimental group had significantly higher academic achievement levels and better attitudes towards the class than the students in the control group. It was further revealed that formative assessment had a positive effect on students' self-regulation skills (Ozan & Kincal, 2018).…”

“…Consequently, teachers are encouraged to make and give appropriate types of assessments to measure students' competence. Several studies (e.g., Dix, 2017;Gloria et al, 2018;Hattie, 2012;Looney et al, 2017;Ozan & Kincal, 2018) have documented the contributions of formative assessment in improving students' achievement and reducing the achievement gap among students. For instance, Hattie's (2012) study revealed that formative assessment had a visible effect on students' achievement.…”