Enhancing young children's science learning through science teachers' formative assessment practices
Bibliographic Data
| ID | 22167148 |
|---|---|
| Authors | Rommel Mahmoud AlALI (King Faisal University, corresponding author), Ali Ahmad Al‐Barakat (0000-0002-2709-4962, Yarmouk University, corresponding author) |
| Year | 2025 |
| Volume | 10 |
| Publication date | 2025-06-04 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Frontiers in Education (JOURNAL) |
| Journal identifiers | ISSN: 2504-284X • E-ISSN: 2504-284X |
| Publisher | Frontiers Media SA (PUBLISHER • CH) |
| DOI | 10.3389/feduc.2025.1503088 |
| OpenAlex | W4411026775 |
| Language | EN |
| References cited | 50 |
This study aimed to find out how science teachers use formative assessment to enhance children's learning. Data were collected through observing 45 male and female teachers in the classroom using an observation checklist based on international standards to assess teachers' practices in some aspects, such as planning the learning objectives, gathering evidence from activities, providing feedback, self-assessment, peer assessment, and promoting classroom collaboration. The results revealed that teachers' performance in applying formative assessment practices was at a low level across all criteria, as there were weaknesses in planning learning objectives and aligning them with lesson content, as well as a lack of effective use of educational activities to assess student progress. The feedback provided by teachers was insufficient to motivate students to improve their performance, and classroom interaction was limited. Furthermore, there was a lack of opportunities for students to assess themselves and their peers, indicating weaknesses in organizing self-assessment activities. In addition, there were no statistically significant differences in teachers' formative assessment practices based on gender and teaching experience, highlighting the importance of professional development for all teachers to enhance their teaching practices. These results suggest a significant need to improve teachers' skills in applying formative assessment and providing appropriate training
Formative assessment · Mathematics education · Pedagogy · Science education · Science learning · Computer Science · Educational Assessment and Pedagogy · Higher Education Learning Practices · Psychology · Student Assessment and Feedback
Visible Learning and the Science of How We Learn
Developing the theory of formative assessment
A whole learning process-oriented formative assessment framework to cultivate complex skills
The power of assessment feedback in teaching and learning
The Effect of Error Analysis-Based Learning on Proportional Reasoning Ability of Seventh-Grade Students
Evaluating the Impact of Formative Assessment Intervention and Experiences of the Standard 4 Teachers in Teaching Higher-Order-Thinking Skills in Mathematics
Unveiling formative assessment in Ethiopian higher education institutions
Using Structural Equation Modeling to Assess a Model for Measuring Creative Teaching Perceptions and Practices in Higher Education
Formative assessment
Formative assessment strategies for students' conceptions—The potential of learning analytics
Formative assessment practices in science education
Aligning assessment with the needs of work-integrated learning
Implications for educational practice of the science of learning and development
Predicting teachers’ formative assessment practices
Competency-based learning and formative assessment feedback as precursors of college students' soft skills acquisition
| Citation velocity | historical |
|---|---|
| Highly cited | No |