The effectiveness of conceptual and quantitative formative assessments in the high school physics curriculum

Abstract

This study attempted to determine the effects of formative assessments in a flipped curriculum physics classroom. It looked at the effects on student achievement, student attitude towards learning, and the way curriculum is taught. It also attempted to determine whether the type of formative assessment, conceptual or quantitative, makes a difference in the outcome. The data showed that overall performance on the formative assessments doesn't correlate well with summative assessment performance. However, there is a possible correlation between the type of formative assessment given and performance on corresponding questions on exams. Overall, students had a positive perception of formative assessments as a tool for learning. Formatives assessment were also shown to be an effective means to adjust curriculum during and after instruction.