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Formative assessment in the chemistry education
Babinčáková, Mária ; Ganajová, Mária (advisor) ; Janoušková, Svatava (referee) ; Szarka, Katarína (referee)
In Slovakia, no systemic steps have yet been taken regarding the implementation of formative assessment in teaching. Promoting formative assessment in practice is not easy and its implementation requires a system support, such as educational materials, digital collections of formative assessment tools, methodological materials, onsite and online teacher education, etc. In the presented thesis, we dealt with many of these areas - we created and optimized a collection of formative assessment tools for students and teachers for thematic units Mixtures, Water and Air for K7. Similarly, we trained teachers to implement formative assessment tools into their lessons. The effectiveness of this teaching was observed in terms of developing conceptual understanding. Moreover, verifying students' and teachers' attitudes towards formative assessment was studied. The analysis of results showed that formative assessment provides feedback to all participants. Formative assessment helps to improve students' outcomes, even at higher- order cognitive skills area. At the same time, it provides the teacher with feedback for the adaptation of the next lesson, also considering the student's opinion. Through the implementation of formative assessment in teaching, teachers perceive the importance of students'...
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