Applying Formative Assessment Techniques to Promote Students’ Learning Outcomes and Interest

DOI

10.2991/icream-18.2019.66How to use a DOI?

Keywords

formative assessment; classroom assessment techniques; CATs; effects; impacts; learning outcomes; learning interest; students’ interest

Abstract

Assessment, especially classroom assessment techniques (CATs) is widely recognized as a vital component of teaching practice. To add one more proof to this confirmation, this study has been conducted to discover some impacts of practicing CATs in Physics teaching to Grade 11 students in Vietnam on their improvement of learning interest and outcomes. Some CATs were utilized to design assessment activities, and then put into practice. Observation and questionnaire survey were then conducted to collect data on students’ responses during the instruction and by the end of instruction. A test to summative measure students’ learning out-comes, having been administrated in two groups: with and without CATs practicing to evaluate the effective-ness of the CATs. The research results have shown that the assessment activities have actually facilitated students’ interest and engagement in the lesson; in which students’ learning outcomes are considerately promoted.

Copyright

© 2019, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Le Thai Hung
AU  - Le Thi Hoang Ha
AU  - Le Thi Thanh Thu
PY  - 2019/03
DA  - 2019/03
TI  - Applying Formative Assessment Techniques to Promote Students’ Learning Outcomes and Interest
BT  - Proceedings of the 2nd International Conference on Research of Educational Administration and Management (ICREAM 2018)
PB  - Atlantis Press
SP  - 315
EP  - 320
SN  - 2352-5398
UR  - https://doi.org/10.2991/icream-18.2019.66
DO  - 10.2991/icream-18.2019.66
ID  - Hung2019/03
ER  -