Designing a comprehensive and effective formative assessment model for high school physics

Document Type : Original Article

Authors

1 Doctoral student of Curriculum Studies, Kharazmi University

2 Associate Professor, Department of Curriculum Studies, Faculty of Psychology and Educational Sciences

3 Assistant Professor, Department of Curriculum Planning Studies, Faculty of Psychology and Educational Sciences, Khwarazmi University

4 Associate Professor, Department of Curriculum Planning Studies, Faculty of Psychology and Educational Sciences, Khwarazmi University

Abstract

Background and Objective: Potential formative assessment is one of the most effective ways to improve learning and teaching, and therefore it can be said that it is of great importance. Therefore, the current research has been done with the aim of providing an effective formative assessment model for high school physics curriculum.
research methodology: The current research has been carried out in terms of practical purpose and using qualitative research method of content analysis type. The target group of the study was the high school physics curriculum documents. Due to the nature of the qualitative research, the purposeful sampling method was used. The studied sample of the official physics curriculum included the curriculum document, teacher's guide, and physics books for all three grades of 10th, 11th, and 12th grades in both fields of experimental sciences, mathematics, and physics. The data collection tool was also taking notes from the studied documents. Atlas TI software based on NCT method was used for data analysis.
Findings: The findings of the research showed that the model of formative assessment presented for the high school physics curriculum is as follows: reverse learning, primary formative assessment by the teacher or his assistant, teaching and solving various examples (doing experiments), secondary formative assessment by the teacher, deep formative assessment including designing and solving questions related to surrounding phenomena by students individually or in groups and exit sheets.
Conclusion: The results of this research can be used as a basis for measuring and evaluating physics courses in secondary schools of the country.

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Applied Educational Leadership
Volume 5, Issue 2
July 2024
Pages 30-47

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History

  • Receive Date: 03 May 2024
  • Revise Date: 29 May 2024
  • Accept Date: 08 June 2024

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