The Effect of Systematic Implementation of Formative Assessment on Male and Female EFL Learners’ Academic Achievement
محورهای موضوعی : Research in English Language PedagogyAmir Asadifard 1 , Akbar Afghari 2
1 - Department of English, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran
2 - Department of English, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran
کلید واژه: achievement, gender, EFL learners, Formative Assessment,
چکیده مقاله :
Substantial claims have been made that Formative Assessment (FA), if practiced effectively, improves learning. This study aimed at exploring the effect of FA on EFL learners’ academic achievement. The population included high school teachers and their students in Khorramabad, Lorestan, Iran. The sample included 40 teachers and their students (n=651) who were randomly selected and assigned to two groups of experimental and control. Teachers in the experimental group participated in a workshop on FA before the treatment. However, teachers in the control group followed the usual syllabus based on Iran’s educational system. The students’ academic achievement was measured in both groups by an achievement test before the treatment. Trained observers attended the classes in the experimental group and completed Formative Assessment Observation Report, which reports teachers’ practice of FA. After the treatment, posttests on students’ achievement in both groups were conducted. To analyze the data, ANCOVA was used. The results indicated that effective implementation of FA enhances students’ academic achievement. However, gender was not a determining factor. Moreover, among FA components, clarifying learning targets was the most and monitoring was the least frequent strategy used by teachers.
Bangert-Drowns, R. L., Kulik, C.-L. C., Kulik, J. A., & Morgan, M. T. (1991). The instructional effect of feedback in test-like events. Review of Educational Research, 61(2), 213-238.
Bennett, R. E. (2011). Formative assessment: A critical review. Assessment in Education: Principles, Policy & Practice, 18(1), 5-25.
Black P, & Wiliam, D. (1998a). Assessment and classroom learning. Assessment in Education: Principles, Policy and Practice, 5(1), 7-74.
Black, P, & Wiliam, D (1998b). Inside the black box: Raising standards through classroom assessment. London, UK: King’s College London School of Education.
Butler, R. (1987). Task-involving and ego-involving properties of evaluation: Effects of different feedback conditions on motivational perceptions, interest and performance. Journal of Educational Psychology, 78(4), 210-216.
Cizek, G., J. (2010). An introduction to formative assessment: History, characteristics, and challenges. In H. L. Andrade and G. J. Cizek (Eds), Handbook of formative assessment (pp. 41-58). Oxford: Routledge.
Davidheiser, S. A. (2013). Identifying areas for high school teacher development: A Study of assessment literacy in the Central Bucks school district. Unpublished doctoral dissertation, Drexal University, USA.
DeNome, S., E. (2015). The impact on student achievement following professional development on the principles of formative assessment. Unpublished doctoral dissertation, William Howard Taft University. USA.
Dunn, K. E., & Mulvenon, S. W. (2009). A critical review of research on formative assessments: The limited scientific evidence of the impact of formative assessments in education. Practical Research and Education, 14(7), 1-11.
Fisher, D., & Frey, N. (2007). Checking for understanding: Formative assessments for your classroom. Alexandria, VA: Association for Supervision and Curriculum Development.
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112.
Heritage, M. (2010). Formative assessment: Making it happen in the classroom. Calif.: Corwin.
Heritage, M., Kim, J., Vendlinski, T., & Herman, J. L. (2009). From evidence to action: A seamless process of formative assessment? Educational Measurement: Issues and Practice, 28(3), 24-31.
Kline, A., J. (2013). Effects of formative assessment on middle school student achievement in mathematics and reading. Unpublished doctoral dissertation, University of North Carolina. USA.
Klute, M., Apthorp, H., Harlacher, J., Reale, M., & Research, M. (2017). Formative assessment and elementary school student academic achievement: A review of the evidence. Institute of Education Sciences. U.S. Department of Education.
Macgregor, G., Spiers, A. & Taylor, C. (2011). Exploratory evaluation of audio email technology in formative assessment feedback. Research in Learning Technology, 19(1), 39-59.
McDowell, L. Wakelin, D., Montgomery, C and King, S. (2011). Does assessment for learning make a difference? The development of a questionnaire to explore the student response. Assessment and Evaluation in Higher Education, 36(7), 749-765.
McManus, S. M. (2008). Attributes of effective formative assessment. Retrieved March 3, 2016 from the World Wide Web:
http://www.ccsso.org/Documents/2008/Attributes_of_Effective_2008.pdf
McMillan, J. H. (2010). The practical implications of educational aims and contexts for formative assessment. In H. L. Andrade and G. J. Cizek (Eds), Handbook of formative assessment (pp. 41-58). Oxford: Routledge.
Oswalt S. G. (2013). Identifying formative assessment in classroom instruction: Creating an instrument to observe use of formative assessment in practice. Doctoral dissertation, Boise State University, USA.
Pallant, J. (2011). SPSS survival manual: A step by step guide to data analysis using the SPSS program (4th ed.). Allen & Unwin, Berkshire.
Popham, J. W. (2008). Transformative assessment. Alexandria, VA: Association for Supervision and Curriculum Development.
Smith, L., W. (2008). Using formative assessment results to predict student achievement on high stakes tests. Unpublisheddoctoral dissertation, Liberty University, USA.
Stiggins, R. J. (2005). From formative assessment to assessment for learning: A path to success in standards-based schools. Phi Delta Kappan, 87(4), 324-328.
Wiliam, D. (2008). International comparisons and sensitivity to instruction. Assessment in Education: Principles, Policy, and Practice, 15(3), 253-257.
