DIGITALFORMATIVE ASSESSMENT IN TEACHING THE "ACIDS AND BASES” TOPIC AT THE SECOND STAGE OF PRIMARY SCHOOLS IN TERMS OF EFFECTIVENESS – A CASE STUDY
1 Pavol Jozef Šafárik University in Košice (SLOVAKIA)
2 J. Selye University in Komárno (SLOVAKIA)
3 Comenius University in Bratislava (SLOVAKIA)
2 J. Selye University in Komárno (SLOVAKIA)
3 Comenius University in Bratislava (SLOVAKIA)
About this paper:
Appears in: INTED2020 Proceedings
Publication year: 2020
Pages: 4715-4724
ISBN: 978-84-09-17939-8
ISSN: 2340-1079
doi: 10.21125/inted.2020.1299
Publication year: 2020
Pages: 4715-4724
ISBN: 978-84-09-17939-8
ISSN: 2340-1079
doi: 10.21125/inted.2020.1299
Conference name: 14th International Technology, Education and Development Conference
Dates: 2-4 March, 2020
Location: Valencia, Spain
Dates: 2-4 March, 2020
Location: Valencia, Spain
Abstract:
The paper informs about the effectiveness of the implementation of formative assessment tools in teaching the topic "Acids and Bases" at second stage of primary school with regard to the development of cognitive understanding, development of scientific literacy and development of 21st century skills. In the first phase the aim of the research was to design a model of a class-subject-lesson system with selected formative assessment tools (such as a predictive card, exit ticket, check list, summary and Frayer Model) for the thematic unit "Acids and Bases” in 8th grade of primary school and subsequently implement the designed model into teaching of 6 lessons. The effectiveness of this teaching method was compared with the traditional way of teaching. The research sample consisted of 45 primary school pupils (8th grade), which means that the experimental group consisted of 23 pupils and the control group of 22 pupils. Two PISA tasks were used as research tools, namely "Acids and Bases" and "Do you have sound advice for gardeners?" The pupils´ attitudes towards formative assessment were investigated on the basis of a scale questionnaire. The analysis of the results of PISA tasks showed that the experimental group achieved statistically better results at the levels of understanding, application and analysis (according to the revised version of Bloom´s Taxonomy) than the control group. The scale questionnaire findings showed that pupils would prefer to be evaluated by their teacher in this way and only later by a test and a mark and that such evaluation has helped them to realize their shortcomings. However, pupils have not clearly expressed that this form of confronting their shortcomings would be their favourite.Acknowledgements:
This paper was supported by the Scientific Grant Agency of the Ministry of Education, Science, Research and Sport of the Slovak Republic and the Slovak Academy of Sciences – grant VEGA 1/0265/17 “Formative Assessment in Teaching of Natural Sciences, Mathematics, and Informatics.”