Simple Formative Assessment, High Learning Gains in College General Chemistry

Yalaki Y.

EGITIM ARASTIRMALARI-EURASIAN JOURNAL OF EDUCATIONAL RESEARCH, vol.10, no.40, pp.223-243, 2010 (SSCI) identifier identifier

  • Publication Type: Article / Article
  • Volume: 10 Issue: 40
  • Publication Date: 2010
  • Journal Name: EGITIM ARASTIRMALARI-EURASIAN JOURNAL OF EDUCATIONAL RESEARCH
  • Journal Indexes: Social Sciences Citation Index (SSCI), Scopus, TR DİZİN (ULAKBİM)
  • Page Numbers: pp.223-243
  • Keywords: Formative assessment, formative feedback, peer-feedback, self-assessment, science education, higher education, ONLINE QUIZZES, FEEDBACK, ACHIEVEMENT
  • Hacettepe University Affiliated: Yes

Abstract

Problem Statement: The utility of formative assessment for improving student performance is acknowledged in the literature. For formative assessment to be useful, quality feedback, the proper use of feedback by students and revision of practice to accommodate formative assessment is necessary. However, in the contexts of university level science courses, where, in many cases, there is a heavy load of teaching and assessment on both students and instructors, providing quality feedback, using feedback properly, and changing practice may not be as forthcoming as hoped.