The Role of Formative Assessment in Learning Chemistry

Abstract

The present paper is based on research study conducted to examine the
effects of formative assessment on the achievements of students in
chemistry subject. The main purpose of this research was to provide the
evidence for a link between formative assessment and student learning
[on experimental and control group as well as their comparison and also
the comparison of achievements of Boys and Girls]. The posttest
experimental design of research was used for this work and this study
was carried out for four weeks. 50 Science students of 10th
* Assistant Professor, Allama Iqbal Open University, Islamabad.
class of Govt.
Boys Comprehensive School, and 50 Science students of 10th Class of
Govt. Girls Comprehensive School, were randomly selected for this
research. Students were randomly divided into two groups ‘Experimental
Group and Control Group’ having 25 students in each. Posttest
(Achievement Test) was used as research tool. After teaching of every
week, the experimental group was treated with formative assessment test.
While control groups were not treated with formative assessment. After
treatment of one month, an achievement test was conducted to both
experimental as well as control groups. Data was collected by this test
and analyzed by applying the t-test statistically. The analysis of data
indicated that those students who were treated with formative assessment
show better achievements than those students who were not treated with
weekly formative assessment. Finally, the results of this research showed
that the use of formative assessment significantly improved the student’s
learning. Furthermore, it was also proved that the use of formative the achievements both in girls and boys. This study can be proved as an
exploratory and offers encouragements for all teachers that this approach
has considerable value for the learners.