Investigating the impact of formative assessments on student engagement in a secondary science classroom

Abstract

The purpose of this research project was to investigate the impact of formative assessments on student engagement, motivation, self-efficacy and overall learning in a chemistry classroom. A variety of surveys, questionnaires and exit slips were used to measure student feelings and attitudes about formative assessments throughout the treatment period. The overall result of the research project demonstrated that students increased their overall level of engagement, self-efficacy and learning of chemistry concepts through the use of varied formative assessments and continuous feedback.