EFFECT OF FORMATIVE ASSESSMENT TECHNIQUES ON ACHIEVEMENT OF PRIMARY GRADE STUDENTS IN THE SUBJECT OF GENERAL SCIENCE

Abstract

This study explored the impact of formative assessment strategies on the academic performance of primary school students in General Science. Conducted using a quasi-experimental design at a public primary school in Vehari, Pakistan, the research involved 60 fifth-grade students split evenly into control and experimental groups. The investigation was based on 12 lesson plans and tests, validated by three experts in science and research education. A pilot study confirmed the reliability of these materials. Over four weeks in September and October 2024, the experimental group was subjected to various assessment methods. The findings indicated a significant improvement in the experimental group's test scores compared to the control group, highlighting the positive effects of formative assessments like oral questioning, quizzes, and Think-Pair-Share techniques on student learning outcomes. The study recommends that science teachers adopt these assessment methods to enhance student achievement and suggests that future research should focus on developing comprehensive formative assessment strategies in collaboration with school administrations to boost educational quality and student performance uniformly. Additionally, it advises science educators to consider creating a variety of effective assessment tools to further student understanding and success in science.

Keywords:  Formative Assessment, Techniques, Achievement, Primary Grade Students, General Science