Examination of Effects of Embedding Formative Assessment in Inquiry-Based Teaching on Conceptual Learning

Science Insights Education Frontiers (SIEF), cilt.20, sa.2, ss.3223-3246, 2024 (Hakemli Dergi)

Scaffolding in learning and teacher guidance during in-

quiry can be attained by formative assessment, which needs to be

built into every stage of inquiry. Investigation of the effects of em-

bedded formative assessment in inquiry-based learning on students’

conceptual understanding was the aim of this study. Mixed method

experimental research design including quantitative and qualitative

data collection methods was used for this study. The participants

were 41 students, who were in tenth grade of a suburban public

high school. The study reached the following conclusions. First,

formative assessment combined with inquiry-based teaching serves

as a catalyst for students’ conceptual learning and elevates effects

of inquiry. Second, eliciting evidence of learning and feedback may

be the primary stages of formative assessment in accelerating stu-

dent learning and supporting student knowledge development. This

study suggests that assessment should be done when teaching con-

tinuous and teachers need to adopt formative assessment while per-

forming inquiry-based teaching.