Enhanced conceptual understanding through formative assessment: results of a randomized controlled intervention study in physics classes.

ABSTRACT: While formative assessment is a widely valued instructional approach to support meaningful learning, putting it into classroom practice remains a challenge, also because the time resources required may conflict with other goals. In a cluster-randomized controlled intervention study with 29 teachers and 604 students (mean age 15.6 years) at secondary school level, we examined the yield of formative assessment with regard to students' conceptual understanding and quantitative problem-solving skills in physics. Ten teachers applied formative assessment (FA group) in a 14-lesson curriculum on kinematics after having undergone a training that focused on the implementation of multiple-choice concept questions together with monitoring tools, clicker sessions, and reflective lessons. In the freque

SUBMITTER: Lichtenberger A 

PROVIDER: S-EPMC11958380 | biostudies-literature | 2025

REPOSITORIES: biostudies-literature