Initiative Description: Both classes were randomly assigned to a control or experimental group. The same social studies teacher lectured in both the control and experimental groups. Lessons in the control group did not include formative assessment in the current program. In the experimental group, formative assessment practices were included in the existing program practices. The formative assessment had 4 main elements: 1) explaining learning objectives and success criteria 2) increasing the quality of inquiry/dialogue 3) increasing the quality of marking/feedback/recordkeeping 4) using self and peer assessment.

Study Results: Students in the experimental group had significantly higher academic achievement levels and better attitudes toward the class than the students did in the control group.

Reference: Ozan, C., & Kıncal, R. Y. (2018). The Effects of Formative Assessment on Academic Achievement, Attitudes toward the Lesson, and Self-Regulation Skills. Educational Sciences: Theory & Practice,18(1). doi:10.12738/estp.2018.1.0216

Level of Evidence: Excellent