The Effect of Formative Assessment Practices on Student Learning: A Meta- Analysis Study

Basit Öğe Kaydı
dc.authoridKaraman, Pinar/0000-0002-2218-2701
dc.contributor.authorKaraman, Pinar
dc.date.accessioned2025-03-23T19:27:17Z
dc.date.available2025-03-23T19:27:17Z
dc.date.issued2021
dc.departmentSinop Üniversitesi
dc.description.abstractThe main purpose of this meta-analysis study is to investigate how formative assessment practices promote student learning in Turkey. 32 studies with 47 effect sizes that met the specified criteria such as using true experimental or quasi-experimental design and measuring learning outcomes were included as the final analysis in the meta-analytical review method. The overall mean effect size of the study was obtained as .72 (SE= .07, p< .05). Further investigation through subgroup analysis showed that the effect sizes made a significant difference on different types of formative feedback. The effect of features of formative assessment interventions on student learning indicated that student initiated formative feedback (d=1.16) and mixed feedback (d=.83) had a large effect, which was followed by a medium effect of adult initiated formative feedback (d=.69) and a small effect of computer initiated formative feedback (d =.42). On the other hand, education level and publication type had no effect on student academic performance in the study. These findings support the positive effect of formative assessment practices on student learning. Such a result suggests that increasing the number of different types of formative assessment practices in the classrooms would promise a considerable contribution to student learning.
dc.identifier.doi10.21449/ijate.870300
dc.identifier.endpage817
dc.identifier.issn2148-7456
dc.identifier.issue4
dc.identifier.scopusqualityN/A
dc.identifier.startpage801
dc.identifier.trdizinid1189341
dc.identifier.urihttps://doi.org/10.21449/ijate.870300
dc.identifier.urihttps://search.trdizin.gov.tr/tr/yayin/detay/1189341
dc.identifier.urihttps://hdl.handle.net/11486/4884
dc.identifier.volume8
dc.identifier.wosWOS:000704226800006
dc.identifier.wosqualityN/A
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakTR-Dizin
dc.institutionauthorKaraman, Pinar
dc.language.isoen
dc.publisherIzzet Kara
dc.relation.ispartofInternational Journal of Assessment Tools in Education
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_WOS_20250323
dc.subjectFormative assessment
dc.subjectStudent learning
dc.subjectMeta-analysis
dc.titleThe Effect of Formative Assessment Practices on Student Learning: A Meta- Analysis Study
dc.typeArticle

Dosyalar

Koleksiyon

WoS İndeksli Yayınlar Koleksiyonu
TR-Dizin İndeksli Yayınlar Koleksiyonu