Decimal misconceptions are a persistent challenge in mathematics education, often hindering students' long-term understanding. This study examines how learning analytics (LA) can be effectively integrated into instructional sequences to address these misconceptions, providing teachers with real-time insights for formative assessment. Despite the…

Since the release of "A Framework for K-12 Science Education" in 2012, there has been a significant shift toward the use of science and engineering practices that mirror the way scientists do their work (NRC 2012). The "Framework" states, "A focus on practices (in the plural) avoids the mistaken impression that there is…

The aim of this study is to determine the effect of formative assessment based learning on students' conceptual understanding levels regarding basic astronomical concepts. The study was conducted in a public primary school with 24 5th graders. The study group was applied a 3 phased teaching process based on formative assessment for the duration of…

A "Framework for K-12 Science Education"'s disciplinary core idea PS1.A states that students should know by the end of grade 2 that different kinds of matter exist and many of them can be solid or liquid, depending on temperature (NRC 2012). By the end of grade 8, they describe solids, liquids, and gases by the arrangement and…

As teachers work to ensure that their students meet and exceed standards set by state and national governing bodies, the need for teacher support becomes greater and greater. Teachers, who play the most important role in a student's education, are faced with a classroom full of children who understand concepts on many different levels. To gain…

What is formative assessment? Why do we do it and what do students gain? Formative assessment is not a one-time event. It is not the product or end result of a set of well-defined steps. Rather, formative assessment is a process identified in this resource as INFORMative assessment when it is a collection of strategies that engage teachers and…

In this article, the authors describe how they used formative assessments to ferret out possible misconceptions among middle-school students in a unit about weather-related concepts. Because they teach fifth- and eighth-grade science, this assessment also gives them a chance to see how student understanding develops over the years. This year they…

Introducing a mystery object is an easy strategy to implement and allows teachers to pre-assess students' knowledge about local natural resources. Misconceptions can be noted as teachers record initial inquiries and wonderings on charts. Using the constructivist approach, students can explore and construct their learning as they continue to use…

The purpose of this study was to investigate how concept cartoons, together with other diagnostic and scaffolding tools, could be used in formative assessment, to stimulate talk and argumentation among students in small groups, as part of peer-assessment and self-assessment; and to provide diagnostic feedback about students' misconceptions to the…