Abstract
Evaluation is one of the activities, which has a pivotal role in
the process of teaching and learning in any system of
education. One essential and substantial aspect of evaluation is
formative evaluation. This type of evaluation which has been
almost neglected by teachers is used to improve and enhance
the achievement of the learners. Even though, the teachers
employ this kind of evaluation, they rarely attempt to correct
or improve the shortcomings of the students’ learning through
feedback. Given this, the current study aims to address the
effect of various methods of feedback including oral, written
and a mixture of the two i.e. oral-written feedbacks on science
subjects’ achievement. The sample consisting of 140 fifth
grade primary school students' subjects was divided into three
experimental and one control groups. The validity and
reliability of the instruments was calculated in the shape of
pretest and posttest, and 11 formative tests were run for 11
weeks. Findings of this research indicated that there was a
significant difference between those formative evaluations
which involve various method feedbacks including oral,
written and mixed (oral-written) and those lacking these
feedbacks. Also there was a significant difference between
the students who received written feedback and those who
received only oral feedback concerning science subjects’
achievement. The implications of study are discussed and
suggestions are given for using feedback in a constructive way
to improve achievement.
Dr. Naser Shirbagi, Bahman Kord. (2008) Using Different Feedbacks in Formative Evaluation and Their Effects on Achievement in Iranian Elementary School Students , Journal of Behavioural Sciences, Volume 18, Issue 1-2.
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