TY - JOUR
T1 - Involvement of the student in their learning
T2 - Effects of formative assessment on competency development
AU - Bellido-García, Roberto Santiago
AU - Venturo-Orbegoso, Carlos Oswaldo
AU - Cruzata-Martínez, Alejandro
AU - Sarmiento-Villanueva, Edith Beatriz
AU - Corro-Quispe, José
AU - Rejas-Borjas, Luis Gerardo
N1 - Publisher Copyright:
© 2024 by the authors; licensee Modestum. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/).
PY - 2024/1/1
Y1 - 2024/1/1
N2 - The study aimed to establish the influence of formative assessment on the attainment of scientific and technological competencies in a school in Lima, Peru. We formulated and subsequently tested hypothesis of the positive impact of formative evaluation on science and technology competencies. The authors used the questionnaire associated with formative evaluative practices and to measure the development of competencies gradings of 116 second-grade high school students. It was found that formative assessment significatively influences the development of scientific and technological competencies, predicting a 0.708 increase in educational outcomes (pseudo R-squared Nagelkerke). This influence on competency attainment was examined through regression analysis. It was concluded that formative assessment, along with all its dimensions, influences the achievement of competencies related to science and technology. We recommend that its implementation in classrooms should receive greater dissemination.
AB - The study aimed to establish the influence of formative assessment on the attainment of scientific and technological competencies in a school in Lima, Peru. We formulated and subsequently tested hypothesis of the positive impact of formative evaluation on science and technology competencies. The authors used the questionnaire associated with formative evaluative practices and to measure the development of competencies gradings of 116 second-grade high school students. It was found that formative assessment significatively influences the development of scientific and technological competencies, predicting a 0.708 increase in educational outcomes (pseudo R-squared Nagelkerke). This influence on competency attainment was examined through regression analysis. It was concluded that formative assessment, along with all its dimensions, influences the achievement of competencies related to science and technology. We recommend that its implementation in classrooms should receive greater dissemination.
KW - academic achievement
KW - learning analysis
KW - metacognition
KW - primary education
KW - self-regulation
UR - https://www.scopus.com/pages/publications/85193007875
U2 - 10.29333/ejmste/14453
DO - 10.29333/ejmste/14453
M3 - Article
AN - SCOPUS:85193007875
SN - 1305-8215
VL - 20
JO - Eurasia Journal of Mathematics, Science and Technology Education
JF - Eurasia Journal of Mathematics, Science and Technology Education
IS - 5
M1 - em2440
ER -