Original article | Turkish Journal of Teacher Education 2017, Vol. 6(2) 115-123
Evaluation of Formative Assessment-Based Teaching Practices: An Action Research
Mizrap Bulunuz, Zeynep Kiryak, Bulgan Tomac, Funda Karagoz, Behiye Recepoglu
pp. 115 - 123 | Manu. Number: tujted.2018.002
Published online: November 21, 2018 | Number of Views: 146 | Number of Download: 1170
Abstract
The present study has two aims: Examining the effect of formative assessment based teaching practices on the development of conceptual understanding levels of middle school students on the concepts of heat and temperature, and evaluating the observations and experiences of teachers. Practical action research method was used in the study. The research sample consisted of 24 middle school students from Eskişehir (13 seventh grade) and Kocaeli (11 sixth grade) provinces. Three formative probes were used for pretest data collection, and nine two-tiered questions were used in posttest. In addition, the journals kept by the teachers throughout the research process were used for data collection. In conclusion, it was seen that formative assessment-based teaching practices had a positive effect on the conceptual understanding of the sixth and seventh grade students, and increased the eagerness of the students to attend the lesson, learn, and discover and ensured that teaching occurred based on mutual communication and interaction.
Keywords: Formative assessment, science teaching , heat and temperature
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