Investigation of the Effect of Online (Web-Based) Formative Assessment Applications on Students' Academic Achievement

Year 2023, Volume: 14 Issue: Özel Sayı, 332 - 344, 21.10.2023

Bayram Çetin , Şeref Akpınar

https://doi.org/10.21031/epod.1320182

Cited By: 1

Abstract

The aim of this research is to determine the secondary education 10. the aim of this study is to examine the effect of the applications of providing resources for learning disabilities by the system and providing feedback for learning disabilities by the teacher within the scope of online (web-based) formative evaluation application of mathematics course of second-degree equations of classroom students on the students' achievements. In the research, it was used using a semi-experimental pattern. Pre-test - post-test success tests and monitoring facilities were used. The research was conducted in the 2022-2023 academic year with a total of 302 students selected from 4 schools and 12 branches in Göksun and Ağrın districts using stratified, random cluster sampling method. The data were analyzed by one-way analysis of variance (ANOVA) and covariance analysis (ANCOVA). According to the results of the research, it was found that there was no statistically significant difference between the pre-test averages of the groups, but a statistically significant difference appeared in the post-test. Dec. The provision of resources for learning disabilities by the system applied to the Experiment-2 group and the provision of detailed feedback by the teacher according to the Cognitive Diagnostic Modeling (BTM) for learning disabilities, the provision of resources for learning disabilities by the system applied to the Experiment-1 group and normal teaching applied to the Control group; the provision of resources for learning disabilities by the system applied to the experiment-1 group and normal teaching applied to the control group were also found to be effective. In addition, according to the results of the experimental processing process, Experiment-2 showed a higher level of development between the pre- and Decal test averages than Experiment-1 and Experiment-1 from the Control group.

Keywords

Online Formative Assessment, Cognitive Diagnostic Model, Academic Achievement

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