The Role of Science Teachers’ Awareness in their Classroom Practice of Formative Assessment

The Perspective’s Analysis of Formative Assessment with University Students

“…Training should be generated permanently at all educational levels on formative assessment to improve and reinforce knowledge whose application will be in the classroom with their students [3] and can be measured in the results of the same at the end of the semester, so these trainings should be planned at the beginning of each semester.…”

“…Rusbita Reynaga-Chávez P 1 P , Yersi-Luis Huamán-Romaní P 2 P , José-Manuel Burga-Falla P 1 P , Iris-Liliana Vásquez-Alburqueque P 3 P , Manuel Enrique Chenet Zuta P 4 P , Linda-Katherine Carrillo-De la Cruz P 5 In the learning theory, the existence and use of formative assessment for university students are factors of barriers and opportunities to develop the process of learning and teaching [1], since it is of utmost importance at all levels of education and it is the one that is practiced more frequently than the other types of assessments (summative, diagnostic, formative and evaluative), these help in improving their experience, organize schedules, develop feelings, calm anxiety and achieve the notion of what has been learned [2]. When teachers were made aware about usage of formative evaluation in two groups, three levels resulted (conscious, eclectic and naive level) with the largest number of teachers achieving the eclectic level, i.e.…”

“…When teachers were made aware about usage of formative evaluation in two groups, three levels resulted (conscious, eclectic and naive level) with the largest number of teachers achieving the eclectic level, i.e. they know and should know the importance and use of how to evaluate formatively, but there are also teachers who do not know how to use formative evaluation, so in some cases the contradiction of knowing and not knowing [3], remembering that "evaluate" means to compare results (initial process and final process) with information criteria and some measure on teaching and learning [4]. Despite the existence of the educational deficit to apply technology in education there are supports to perform formative evaluations achieving the development of systems (administrative, teacher and student advisor) in support of teachers, administrative staff and managers to improve efficiency within the classroom and the educational institution [5].…”

Adapting the teacher formative assessment literacy scale into Turkish: Validation and reliability study

“…Thus, it is important to focus on teachers' formative assessment literacies. A limited number of studies that focus directly on formative assessment literacy are noticeable in Türkiye (Aras, 2019;Bayrak et al, 2019;Buldur & Hasbek, 2020;Karaman, 2017;Karaman & Karaman, 2017;Kaya et al, 2021;Yasar, 2017). One of the reasons for this is that alternative assessment and evaluation are more emphasized in MoNE documents, and, therefore, researchers focus more on alternative assessment and evaluation in their studies.…”

“…It was determined that the most metaphors were in the "Improving student learning" category. Kaya et al (2021) aimed to examine science teachers' formative assessment awareness and the effect of this awareness on formative assessment practices. The authors collected data through a form consisting of open-ended questions and classroom observations.…”