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http://dx.doi.org/10.7468/jksmee.2017.31.4.409

Effects of Formative Assessment through Student Interactive Feedback on Mathematics Achievement and Attitude  

Heo, Gaeun (Keum Yang Elementary School)
Sihn, Hanggyun (Seoul National University of Education)
Publication Information
Communications of Mathematical Education / v.31, no.4, 2017 , pp. 409-432 More about this Journal
Abstract
The purpose of this study is to find out the importance of process - based evaluation and to find a way to set up and operate the formative assessment which is getting attention. As one of the ways, we investigated the effect of formative assessment through student's interactive feedback on mathematics achievement and attitude of fourth grade students in elementary school. In order to conduct the study, two groups of homogeneous grades were selected. In the experimental group, formative assessment was conducted through student's interactive feedback. In comparison group, formative assessment was conducted through self - confirmation feedback. Statistical analysis of the results after the experiment showed that the formative assessment through student's interactive feedback was found to have a positive effect on the improvement of mathematics achievement. In addition, the formative assessment through student's interactive feedback positively changed the mathematics attitude. Therefore, this suggests that applicability of formative assessment through student's interactive feedback in elementary school classroom instruction, as well as implications for follow - up study for effective implementation of formative assessment.
Keywords
Formative Assessment; Student Interactive Feedback; Mathematics Achievement; Mathematics Attitud;
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