The effects of online and face-to-face formative assessment activities on science learning: teaching the periodic table

Abstract

The aim of this study is to examine the effect of online and face-to-face formative assessment activities on the academic achievement of primary school teaching students – based on the formative assessment framework developed by (Black P, & Wiliam D, Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability (formerly: Journal of personnel evaluation in education) 2009; 21(1), 5–31) – and to investigate the opinions of both the students and course instructor regarding these activitiesThis study, which aligns with the Quality Education goal among the United Nations’ Sustainable Development Goals (SDGs), was conducted according to action research principles, serving as a bridge between educational research and teaching practices. The data collection tools used in the study were the Periodic Table Achievement Test (PTAT), Participant Opinion Form and Researcher Notes. Prior to the implementation, most participants found the topic of the periodic table unengaging, difficult, and complex. However, participants reported that face-to-face formative assessment facilitated meaningful and long-lasting learning. They also noted that online formative assessment enabled the quick identification of learning gaps and efficient organization of information through rapid feedback. Following the activities, a significant difference (p < 0.05) with a high effect size (Cohen’s d  = −2.37) was found, indicating higher scores on the final PTAT exam.