Journal of Educational Studies in Science and Mathematics
ISSN (Online): 2979-9899

Research article    |    Open Access
Journal of Educational Studies in Science and Mathematics 2025, Vol. 4(1) 1-26

The Effect of Formative Assessment Practices in Science Education on Students’ Cognitive Strategies Skills

Fatih Unaş, Serkan Buldur

pp. 1 - 26   |  DOI: https://doi.org/10.29329/jessm.2025.1339.1

Publish Date: June 30, 2025  |   Single/Total View: 3/3   |   Single/Total Download: 3/3

PDF Download

Abstract

The aim of this study is to examine the effect of formative assessment practices on seventh-grade students’ cognitive strategies skills in the Science course. The quantitative part of the study, which was designed according to the mixed research approach, was based on a quasi-experimental design with pretest-posttest experimental and control groups, and the qualitative part was based on a case study design. The study group of the experimental dimension consisted of 48 students studying in the 7th grade, while 9 students took part in the case study. In the quantitative dimension, data was collected with the Science and Technology Course Self-Regulated Learning Strategies Scale. In the qualitative dimension, data was collected through interviews. The ANCOVA test was used to analyze the quantitative data. The data collected through interviews were analyzed with descriptive analysis and categorical content analysis techniques. As a result of the study, it was determined that formative assessment practices were effective on students’ cognitive strategies skills. In addition, it was determined that students partially used cognitive strategies skills in the pre-interviews, but there were improvements in the level of using these skills in the post-interview. Based on the results obtained from the study, various suggestions were made.

Keywords: Cognitive Strategies, Formative Assessment, Performance-Based (Alternative) Assessment, Science

How to Cite this Article?

APA 7th edition
Unas, F., & Buldur, S. (2025). The Effect of Formative Assessment Practices in Science Education on Students’ Cognitive Strategies Skills. Journal of Educational Studies in Science and Mathematics, 4(1), 1-26. https://doi.org/10.29329/jessm.2025.1339.1

Harvard
Unas, F. and Buldur, S. (2025). The Effect of Formative Assessment Practices in Science Education on Students’ Cognitive Strategies Skills. Journal of Educational Studies in Science and Mathematics, 4(1), pp. 1-26.

Chicago 16th edition
Unas, Fatih and Serkan Buldur (2025). "The Effect of Formative Assessment Practices in Science Education on Students’ Cognitive Strategies Skills". Journal of Educational Studies in Science and Mathematics 4 (1):1-26. https://doi.org/10.29329/jessm.2025.1339.1

References
  1. Adewoye, O. (2018). The effects of professional development and formative assessment quality on students’ self-regulation in primary school mathematics. Doctoral dissertation, Walden Univercity. [Google Scholar]
  2. Ainley, M. & Patrick, L. (2006). Measuring self-regulated learning processes through tracking patterns of student interaction with achievement activities. Education Psychology Review, 18, 267–286. [Google Scholar]
  3. Arsal, Z. (2009). Öz-düzenleme öğretiminin ilköğretim öğrencilerinin matematik başarısına ve tutumuna etkisi. Eğitim ve Bilim, 24(152), 3–14. [Google Scholar]
  4. Baas, D., Castelijns, J., Vermeulen, M., Martens, R., & Segers, M. (2015). The relation between Assessment for Learning and elementary students’ cognitive and metacognitive strategy use. British Journal of Educational Psychology, 85(1), 33-46. [Google Scholar]
  5. Beekman, K. D., Joosten-ten Brinke, D. & Boshuizen, H. P. (2016). Effects of formative assessments to develop self-regulation among sixth grade students: Results from a randomized controlled intervention. Studies in Educational Evaluation, 51, 126-136. [Google Scholar]
  6. Bilgin, N. (2006). Sosyal bilimlerde içerik analizi/teknikler ve örnek çalışmalar. Siyasal Kitabevi. [Google Scholar]
  7. Bonner, S., Chen, P., Jones, K., & Milonovich, B. (2021). Formative assessment of computational thinking: Cognitive and metacognitive processes. Applied Measurement in Education, 34(1), 27-45. [Google Scholar]
  8. Buldur, S., & Doğan, A. (2017). Performansa dayalı tekniklerle yürütülen biçimlendirmeye yönelik değerlendirme sürecinin öğrencilerin hedef yönelimlerine etkisi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 32(1), 143-167. [Google Scholar]
  9. Butler, D. L. & Winne, P. H. (1995). Feedback and self-regulated learning: A theoretical synthesis. Review of Educational Research, 65, 245-281. [Google Scholar]
  10. Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş. ve Demirel, F. (2016). Bilimsel araştırma yöntemleri. Pegem Akademi. [Google Scholar]
  11. Conley, D., Lombardi, A., Seburn, M., & McGaughy, C. (2009). Formative assessment for college readiness: measuring skill and growth in five key cognitive strategies associated with postsecondary success. Online Submission. [Google Scholar]
  12. Creswell, J.W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). MA: Pearson. [Google Scholar]
  13. Creswell, J.W. & Plano-Clark, V.L. (2011). Designing and conducting mixed methods research. Sage Publications. [Google Scholar]
  14. Çakır, R., Korkmaz, Ö., Bacanak, A., ve Arslan, Ö. (2018). An exploration of the relationship between students’ preferences for formative feedback and self-regulated learning skills. MOJES: Malaysian Online Journal of Educational Sciences, 4(4), 14-30. [Google Scholar]
  15. Dignath, C. & Büttner, G. (2008). Components of fostering self-regulated learning among students. A meta-analysis on intervention studies at primary and secondary school level. Metacognition and Learning, 3, 231–264. doi:10.1007/s11409-008-9029-x. [Google Scholar] [Crossref] 
  16. Field, A. (2009). Discovering statistics using SPSS. Sage Publication. [Google Scholar]
  17. Fraenkel, J.R. & Wallen, N.E. (2009). How to design and evaluate research in education student mastery activities to accompany (7th ed.). McGraw-Hill. [Google Scholar]
  18. Gedikli, H. (2018). Fen eğitiminde biçimlendirici değerlendirme uygulamalarının öğrencilerin üst bilişsel bilgi ve becerilerine etkisi. Yayınlanmamış Yüksek Lisans Tezi, Cumhuriyet Üniversitesi Eğitim Bilimleri Enstitüsü. [Google Scholar]
  19. Gedikli, H., & Buldur, S. (2022). The effects of formative assessment practices in science education on students’ metacognitive knowledge and regulation skills. Hacettepe University Journal of Education, 37(4), 1393-1415. [Google Scholar]
  20. Granberg, C., Palm, T. & Palmberg, B. (2021). A case study of a formative assessment practice and the effects on students’ self-regulated learning. Studies in Educational Evaluation, 68, 100955. [Google Scholar]
  21. Hawe, E. & Dixon, H. (2017). Assessment for learning: a catalyst for student self-regulation. Assessment & Evaluation in Higher Education, 42:8, 1181-1192. [Google Scholar]
  22. Ilgaz, G. (2011). İlköğretim öğrencilerinin fen ve teknoloji dersi öz-düzenlemeli öğrenme stratejileri, öz-yeterlik ve özerklik algılarının incelenmesi. Yayınlanmamış Doktora Tezi, Gazi Üniversitesi Eğitim Bilimleri Enstitüsü. [Google Scholar]
  23. Ismail, S. M., Rahul, D. R., Patra, I., & Rezvani, E. (2022). Formative vs. summative assessment: impacts on academic motivation, attitude toward learning, test anxiety, and self-regulation skill. Language Testing in Asia, 12(1), 40. [Google Scholar]
  24. Jing, Jing. M. (2017). Using formative assessment to facilitate learner self-regulatıon: A case study of assessment practices and student perceptions in Hong Kong. Taiwan Journal of TESOL, 14.1, 87-118. [Google Scholar]
  25. Kalaycı, Ş. (2010). SPSS uygulamalı çok değişkenli istatistik teknikleri. Asil Yayınları. [Google Scholar]
  26. Keeley, P. (2008). Science formative assessment: 75 practical strategies for linking assessment, instruction and learning. Corwin Press. [Google Scholar]
  27. Kıncal, R. ve Ozan, C. (2018). Effects of formative assessment on prospective teachers’ achievement, attitudes and self-regulation skills. International Journal of Progressive Education, 14(2), 77-92. doi: 10.29329/ijpe.2018.139.6. [Google Scholar] [Crossref] 
  28. King, M.D. (2003). The effects of formative assessment on student self-regulation, motivational beliefs, and achievement in elementary science. Doctoral dissertation, George Mason University. [Google Scholar]
  29. Liao, X., Zhang, X., Wang, Z., & Luo, H. (2024). Design and implementation of an AI‐enabled visual report tool as formative assessment to promote learning achievement and self‐regulated learning: An experimental study. British Journal of Educational Technology, 55(3), 1253-1276. [Google Scholar]
  30. Luo, W., & Lim, S. Q. W. (2024). Perceived formative assessment and student motivational beliefs and self-regulation strategies: A multilevel analysis. Educational Psychology, 44(3), 284–302. [Google Scholar]
  31. Lysaght, Z. (2015). Assessment for learning and for self-regulation. The International Journal of Emotional Education. 7/1. 20-34. Merriam, S. B. (1998). Qualitative research and case Study applications in education. Revised and expanded from "Case Study Research in Education.". Jossey-Bass Publishers. [Google Scholar]
  32. Miraki, P., Masoomi, M. & Amjadiparvar, A. (2016). The impact of formative assessment on self-regulation of EFL learners in academic writing. International Journal of Humanities and Cultural Studies (IJHCS), 2237-2257. [Google Scholar]
  33. Ozan, C. (2017). Biçimlendirici değerlendirmenin öğrencilerin akademik başarı, tutum ve öz-düzenleme becerilerine etkisi. Yayınlanmamış Doktora Tezi, Atatürk Üniversitesi Eğitim Bilimleri Enstitüsü. [Google Scholar]
  34. Panadero, E., Andrade, H. & Brookhart, S. M. (2018). Fusing self-regulated learning and formative assessment: A roadmap of where we are, how we got here and where we are going. The Australian Educational Researcher, 45, 13-31. doi:10.1007/s13384-0180258-y. [Google Scholar] [Crossref] 
  35. Pintrich, P. R. (1999). The role of motivation in promoting and sustaining self-regulated learning. International Journal of Educational Research, 31, 459-470. [Google Scholar]
  36. Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P.Pintrich & M. Zeidner (Eds.), Handbook of self-regulation (pp.451-529). CA: Academic. [Google Scholar]
  37. Salas-Bustos, D. A., Coral-Padilla, S. J., Bustos-Lozano, H. L., & Almeida-Reina, M. B. (2025). The role of formative assessment in higher education: Strategies to improve learning and knowledge retention. Journal of Higher Education Theory and Practice, 23, 5441-5455. [Google Scholar]
  38. Sanzo, K.L., Myran, S. & Caggiano, J. (2015). Formative assessment leadership. NY: Routledge. [Google Scholar]
  39. Sassenberg, K. & Woltin, K. A. (2008). Group-based self-regulation: The effects of regulation focus. European Review of Social Psychology, 19, 126–164. [Google Scholar]
  40. Tashakkori, A. & Teddlie, C. (1998). Mixed methodology: Combining qualitative and quantitative approaches. Applied Social Research Methods Series (Vol.46). Thousand Oaks, CA: Sage. [Google Scholar]
  41. Tay, H. Y. (2015). Setting formative assessments in real-world contexts to facilitate self-regulated learning. Educational Research for Policy and Practice, 14(2), 169-187. [Google Scholar]
  42. Theodoropulos, C. (2011). Formative assessment: A cognitive perspective. Teachers College, Columbia University Working Papers in TESOL and Applied Linguistics, Vol. 11, No.1, pp. 59-62. The Forum [Google Scholar]
  43. Ulutaş, B. (2016). Özdüzenlemeli öğrenme ortamında kimya öğretmen adaylarının motivasyonlarının değişiminin incelenmesi. Yayınlanmamış Doktora Tezi, Gazi Üniversitesi Eğitim Bilimleri Enstitüsü. [Google Scholar]
  44. Üredi, I. ve Üredi, L. (2005). İlköğretim 8.sınıf öğrencilerinin öz-düzenleme stratejileri ve motivasyonel inançlarının matematik başarısını yordama gücü. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 1(2), 250–260. [Google Scholar]
  45. Van der Linden, J., van der Vleuten, C., Nieuwenhuis, L., & van Schilt-Mol, T. (2023). Formative use of assessment to foster self-regulated learning: the alignment of teachers’ conceptions and classroom assessment practices. Journal of Formative Design in Learning, 7(2), 195-207. [Google Scholar]
  46. Xiao, Y. & Yang, M. (2019). Formative assessment and self-regulated learning: How formative assessment supports students’ self-regulation in English language learning. System, 81, 39-49. [Google Scholar]
  47. Yip, M.C.W. (2007). Differences in learning and study strategies between high and low achieving university students: A Hong Kong study. Educational Psychology, 27(5), 597-606. [Google Scholar]
  48. Ziegler, N. A. & Moeller, A. J. (2012). Increasing self‐regulated learning through the LinguaFolio. Foreign Language Annals, 45(3), 330-348. [Google Scholar]
  49. Zimmerman, B.J . (1989). A social cognitive view of self-regulated learning and academic learning. Journal of Educational Psychology, 81(3), 329-339. [Google Scholar]
  50. Zimmerman, B. J. (1990). Self-regulated learning and academic achievement: An overview. Educational Psychologist, 25(1), 3–17. [Google Scholar]
Meta
Vol. 4 (1)
Download
Metric
History
Related

Volume 4 Issue 1

June 2025

All Manuscript

Journal of Educational Studies in Science and Mathematics

Copyright © 2025 Journal of Educational Studies in Science and Mathematics.
This work is licensed under a Creative Commons Attribution 4.0 International License. CC BY
All elements of this website were created using the BOQ™ - Intelligent Webverse System.