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How to Cite
Effect of Formative Assessment on Students’ Achievement in Knowledge Domain in Physics at Secondary Level
Abstract
Formative Assessment is essential part of teaching learning process. Formative assessment is used during the teaching-learning process. It is linked with the teaching learning process by exploration, estimation and analysis of record of learning activities. From the analysis of learning activates the improvement in the running process of teaching-learning become easy. There are many techniques used by experts for the formative assessment. In this study only three techniques, self-assessment, peer-assessment and feedback were used. The objective of the study was to find the effect of formative assessment on students’ achievement in knowledge domain in Physics at secondary level. All the students of Government boys’ High secondary school of Bahawalnagar city were selected as population for this research study. All the students of class X (English medium) of Government Boys City High School were subjects of study. The pretest–posttest control group design was used for this study. The collected data was analyzed by using inferential statistics. The finding and conclusion of the study show that the use of formative assessment enhances the achievement of the students. The use of formative assessment during the classroom teaching is recommended
Authors
Ijaz Mahmood
PhD. Scholar, Department of Science Education, Allama Iqbal Open University, Islamabad, Pakistan
Nasir Mahmood
Dean, Faculty of Education, Allama Iqbal Open University, Islamabad, Pakistan
Muhammad Zaigham Qadeer
Associate Professor, Science Education, Allama Iqbal Open University, Islamabad , Pakistan
