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Integrating written feedback as formative assessment in the learning of primary science
Author
Tan, Jasmine Lay Khim
Supervisor
Tan, Aik-Ling
Abstract
Many studies have shown that integrating formative assessments into the science curriculum yielded many benefits, one of which is improving students’ achievement. However, there is little research done in Asia to examine the use of written feedback as part of formative assessments in the teaching and learning of science. This study explores the connection between written feedback and students’ learning of primary science and its effect on students’ academic achievements. Pre and post tests on two science topics and pre and post survey were administered to a class of 40 primary four students of middle to high ability. Student responses showed that they were satisfied with the quantity, quality and timing of feedback received. Students who received intervention in terms of written feedback have much greater academic gains as compared to their peers who did not receive written comments during the course of 20 weeks. The analysis of feedback comments uncovered that majority of the written feedback was content related with less than one-fifth to be feedback that feed forward. This reflects that the students need more guidance with content of science but at the same time, it also suggests that more could be done to increase feedback that feed forward to encourage students’ further learning.
Date Issued
2013
Call Number
Q183.4.S55 Tan
Date Submitted
2013