The Effects of Formative Assessment on Student Achievement and Attitudes in Math

Year 2024, Volume: 18 Issue: 2, 351 - 374, 27.12.2024

Çağla Akbaş , Ceyhun Ozan

https://doi.org/10.17522/balikesirnef.1512149

Abstract

The objective of formative assessment is to allocate or assign a value to the student, identify the student’s learning deficiencies and make instructional arrangements to eliminate these deficiencies. This study employed a non-equivalent group pre-test and post-test design to investigate the effects of formative assessment on fifth-grade students’ academic achievement and their attitudes toward mathematics. The independent variables were formative assessment and level-determining evaluation methods. The dependent variables were students’ academic achievements and attitudes toward mathematics. The research group comprised fifth-grade students of a determined secondary school in the Pasinler district of Erzurum province. Through random assignment, 17 students were included in the experimental group and 13 in the control group. The data were obtained using the achievement test and attitude scale. This research was conducted in a secondary school fifth-grade math class for 11 weeks. The mathematics teacher, the researcher, delivered lessons to both groups. The mathematics achievement of students in the experimental group was higher than the control group. However, the difference was not statistically significant. Similarly, no significant difference was found in the attitudes of students toward math. Various recommendations were made in light of the findings obtained in this study.

Keywords

Formative assessment, mathematics education, mathematics achievement, attitude to mathematics, elementary education, secondary school

Ethical Statement

The ethics committee permissions were obtained with the letter dated 11.11.2021 and numbered 12/10 of the “Social and Human Sciences Scientific Research and Publication Ethics Committee of University Institute of Educational Sciences.”

Supporting Institution

Atatürk University Scientific Research Projects Unit with the code SYL-2022-10227

Project Number

SYL-2022-10227

Matematik Eğitiminde Biçimlendirici Değerlendirmenin Öğrencilerin Akademik Başarı ve Tutumlarına Etkisi

Abstract

Biçimlendirici değerlendirmenin amacı öğrenciye bir değer biçmek değil, öğrencinin öğrenme eksikliklerini belirlemek ve bu eksiklikleri gidermeye yönelik öğretimsel düzenlemeler yapmaktır. Araştırmanın temel amacı, matematik öğretimi sürecinde biçimlendirici değerlendirmenin beşinci sınıf öğrencilerinin akademik başarıları ve matematik dersine yönelik tutumlarına etkisini incelemektir. Bağımsız değişken, biçimlendirici değerlendirme ile düzey belirleyici değerlendirme uygulamalarıdır. Bağımlı değişkenler ise öğrencilerin akademik başarıları ve matematiğe karşı tutumlarıdır. Araştırmanın çalışma grubunu Erzurum ili Pasinler ilçesinde belirlenen bir ortaokulun beşinci sınıf öğrencileri oluşturmaktadır. Yansız atama yoluyla deney grubunda 17, kontrol grubunda 13 öğrenci yer almıştır. Verilerin elde edilmesinde başarı testi ve tutum ölçeği kullanılmıştır. Çalışma, ortaokul beşinci sınıf matematik dersinde 11 hafta boyunca yürütülmüştür. Dersler hem kontrol hem de deney gruplarında aynı zamanda araştırmacı olan matematik öğretmeni tarafından verilmiştir. Araştırma sonuçlarına göre, biçimlendirici değerlendirme uygulamalarının olduğu deney grubundaki öğrencilerin matematik dersi başarıları, kontrol grubundaki öğrencilere göre yüksek bulunmuştur ancak elde edilen fark istatistiksel olarak anlamlı değildir. Benzer şekilde, kontrol ve deney grubunun matematik dersi tutumlarında da anlamlı bir fark bulunmamıştır. Araştırma sonucunda çeşitli önerilerde bulunulmuştur.

Keywords

Biçimlendirici değerlendirme, matematik eğitimi, matematik başarısı, matematik tutumu, ortaokul eğitimi, ortaokul

Project Number

SYL-2022-10227

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