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Measuring the Effectiveness of Formative Assessment in Mathematics Education, Cheat Sheet of Mathematical Methods

Saint Francis of Assisi College (SFAC)Mathematical Methods

This action research study examines the impact of formative assessment and timely feedback on student learning outcomes in grade 9 mathematics at Monlimar Development Academy. The research objectives are to assess the impact of formative assessment strategies on academic performance, explore the correlation between feedback quality and student engagement/motivation, and identify the most effective formative assessment techniques for promoting deeper understanding of mathematical principles. The study uses a quasi-experimental design with a control group and an experimental group receiving targeted formative assessment and feedback. Quantitative data on student performance and engagement will be analyzed using statistical methods. The expected outcome is to provide a comprehensive understanding of the effectiveness of formative assessment and timely feedback in enhancing student learning and engagement in mathematics education.

Typology: Cheat Sheet

2021/2022

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POLYTECHNIC UNIVERSITY OF THE PHILIPPINES-TAGUIG BRANCH
BACHELOR OF SECONDARY EDUCATION
S.Y. 2023-2024
CONCEPT PAPER FOR ACTION RESEARCH
I. Proposed Title
“Measuring the Effectiveness of Formative Assessment in Mathematics Education:
Investigating the Influence of Timely Feedback on Student Learning Outcomes on
Grade 9 Students at Monlimar Development Academy, Inc.”
II. Introduction
According to Baird et al., (2017) education, evaluation is crucial. Formative assessment
is an active and intentional learning process that partners the teacher and students to acquire
evidence of learning continuously and systematically with the express purpose of enhancing
students' learning outcomes (Moss and Brookhart, 2019). To provide students with opportunities
to review their knowledge, reflect, and enhance the quality of their learning, formative
assessment must be utilized in mathematics classrooms (Swan & Foster, 2018). Based on
Wylie (2020), students’ formative assessment is a dynamic process used by teachers and
students to provide feedback that can be used to enhance learning during instruction (Wylie,
2020). Students actively participate in learning processes to accomplish goals in formative
assessment (Xiao & Yang, 2019).
Learning objectives and success criteria guide the formative assessment procedure
(Beesley et al., 2018). The most effective formative assessment occurs when students
understand exactly what is expected of them. Students must have knowledge of the objectives
to evaluate their own work (Frey et al., 2018). Consequently, they can observe the learning
process (Moss & Brookhart, 2019). In the classroom, teachers and students must continuously
interact in social contexts. Teachers and students are active participants in formative
assessment processes. The function of the teacher in the process of students learning from
their peers is to provide students with reinforcement and feedback regarding their own learning
levels. The responsibility for the learning process lies with the student (Box, 2019). Feedback is
"an essential component of formative assessment" and is typically defined as "information
regarding the success of something." Feedback is frequently viewed as a source of information
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POLYTECHNIC UNIVERSITY OF THE PHILIPPINES-TAGUIG BRANCH

BACHELOR OF SECONDARY EDUCATION

S.Y. 2023-

CONCEPT PAPER FOR ACTION RESEARCH

I. Proposed Title “Measuring the Effectiveness of Formative Assessment in Mathematics Education: Investigating the Influence of Timely Feedback on Student Learning Outcomes on Grade 9 Students at Monlimar Development Academy, Inc.” II. Introduction According to Baird et al., (2017) education, evaluation is crucial. Formative assessment is an active and intentional learning process that partners the teacher and students to acquire evidence of learning continuously and systematically with the express purpose of enhancing students' learning outcomes (Moss and Brookhart, 2019). To provide students with opportunities to review their knowledge, reflect, and enhance the quality of their learning, formative assessment must be utilized in mathematics classrooms (Swan & Foster, 2018). Based on Wylie (2020), students’ formative assessment is a dynamic process used by teachers and students to provide feedback that can be used to enhance learning during instruction (Wylie, 2020). Students actively participate in learning processes to accomplish goals in formative assessment (Xiao & Yang, 2019). Learning objectives and success criteria guide the formative assessment procedure (Beesley et al., 2018). The most effective formative assessment occurs when students understand exactly what is expected of them. Students must have knowledge of the objectives to evaluate their own work (Frey et al., 2018). Consequently, they can observe the learning process (Moss & Brookhart, 2019). In the classroom, teachers and students must continuously interact in social contexts. Teachers and students are active participants in formative assessment processes. The function of the teacher in the process of students learning from their peers is to provide students with reinforcement and feedback regarding their own learning levels. The responsibility for the learning process lies with the student (Box, 2019). Feedback is "an essential component of formative assessment" and is typically defined as "information regarding the success of something." Feedback is frequently viewed as a source of information

required to enhance a task from a cognitive perspective (Wisniewski et al., 2020). Students gain awareness of their own thoughts and develop self-evaluation skills through feedback (Moss & Brookhart, 2019). Hattie and Clarke (2018) asserted that feedback is an effective learning aid. In this regard, feedback is an essential component of formative assessment (Ardington & Drury, 2017; Box, 2019). In formative assessment, the function of students in the classroom is to facilitate the learning of their peers. This is achieved through peer review (Andersson & Palm, 2017). The teacher should foster an environment in the classroom where students can communicate effectively and feel secure and effective in their social relationships. The social and emotional support provided by the teacher to the students enables them to develop strong and healthy relationships with one another in the classroom. Self- and peer-assessment is a highly effective method of promoting learning through formative activities (Wann & Palmer, 2018). Peer assessment allows students to convey misconceptions that they were unable to voice during the lesson (Martin, 2010). However, the explanations and questions that students convey to one another during their interactions provide the teacher with insight into the students' current level of comprehension. Peer assessment has been found to have a positive effect on metacognitive awareness and self-efficacy (Zheng et al., 2018). Studies have shown that self and peer assessment can enhance student learning (Wanner & Palmer, 2018). As stated by (Altparmak et al., 2017) Mathematics achievement in Turkey remains significantly below the desired level, and mathematics is a subject that students dread. It is necessary to conduct research on the development of novel learning approaches to develop more effective and efficient mathematics teaching tools. The study of functions is one of mathematics' most fundamental topics. Numerous studies have demonstrated that students have misconceptions and learning difficulties regarding functions. However, the literature contains very few studies on teaching the concept of function. Formative assessment has positive effects on student motivation, according to research (Beesley et al., 2018; Faber et al., 2017). The quantity of studies conducted at the high school level in mathematics education research conducted in Turkey is insufficient (Er & Biber, 2020). However, research on education and evaluation in secondary school mathematics education is still in its infancy. This study aims to identify how assessment feedback can be used to motivate students to learn, teachers can discover effective methods to provide formative assessment feedback and motivate students to master course objectives prior to summative assessments.

compare mean scores and evaluate differences among subgroups, ensuring a comprehensive understanding of the impact of the interventions on Grade 9 students' mathematics education at Monlimar Development Academy. VI. Expected Outcome This study is expected to produce a complete understanding of the effectiveness of formative assessment in the context of mathematics education, as well as a detailed examination of the impact of timely feedback on student learning outcomes. The application of well-designed formative assessment procedures, according to this study, will result in increased student engagement, deeper grasp of mathematical ideas, and higher academic achievement in the subject of mathematics. Timely feedback, as an integral part of the formative assessment process, is expected to serve as a catalyst for fostering a positive learning environment, motivating students to actively participate in their own learning, and providing them with the necessary guidance and support to address any areas of difficulty. The study's goal is to highlight the importance of formative assessment and timely feedback in not only fostering a deeper understanding of mathematical concepts, but also in cultivating a more positive and effective learning experience for students, thereby contributing to the overall advancement of mathematics education.

VII. References Kültür, Y. Z., & Kutlu, M. O. (2021). The effect of formative assessment on high school students’ mathematics achievement and attitudes. Journal of Pedagogical Research , 5 (4), 155–

  1. https://doi.org/10.33902/jpr. Rones, D. D. (n.d.-b). Student and teacher response to formative assessment feedback in eighth-grade mathematics: a design experiment. Huskie Commons. https://huskiecommons.lib.niu.edu/allgraduate-thesesdissertations/