EFFECT OF FORMATIVE ASSESSMENT ON STUDENTS’ ACHIEVEMENT IN PHYSICS AT SECONDARY LEVEL

Abstract

ABSTRACT Title : Effect of Formative Assessment on Students’ Achievement in Physics at Secondary Level Pages : 154 Researcher : Ijaz Mahmood Roll No : AN-869083 Supervisor : Dr. Muhammad Ilyas (Late) University : Allama Iqbal Open University (AIOU), Islamabad Pakistan Year : 2021 Discipline : Science Education Degree : Doctor of Philosophy (Ph. D.) in Education The importance of assessment in class room teaching is accepted throughout the world because it has become a key factor for the development of education system. The development of education system is directly linked with the development of a nation. In Pakistan, the assessment techniques employed by the teacher in classroom judge only lower order cognitive skills of the students. Only memorization of facts is tested and the effective use of other mental abilities have been ignored in our teaching learning environment in classroom. So, there is a dire need to improve assessment techniques used during the teaching learning process in classroom. The purpose of the study was to find the effect of formative assessment on achievement of student in physics at secondary level. The pre-test post-test equivalent group design was used. To carry out this investigation, two classes of a public school were selected by using purposive

sampling technique to collect data for research purpose. There were 114 students in the two classes. Two equivalent form of achievement tests were used for pretest and posttest. The achievement test was develop by researcher himself. The students were divided into two groups based on their marks in pretest. By using lottery method, one group was declared as an experimental group and other was declared as a control group. Treatment was given to experimental group only. The treatment consisted of self-assessment, peer-assessment and feedback. The feedback was given to the students in the response of self-assessment, peer-assessment and teacher own assessment. Unit one to seven of class X from the text book of Physics were taught to both the experimental and control groups by the researcher. At the end of the treatment, a post test was conducted. The data were analyzed by using SPSS. The results of the study showed that the formative assessment techniques had an overall significant effect at a significance level of 0.05 on the students’ achievement in Physics at secondary school level. It was also found that formative assessment techniques were relatively better than the traditional classroom test techniques used in the teaching learning process. It was recommended that the formative assessment may be helpful for the improvement in teaching and learning of Physics at secondary level. It is also suggested that the effect of formative assessment in other science subjects (Mathematics, Chemistry and Biology) should also be find out