The effect of formative assessment practices on students' academic achievement, self-efficacy and self-regulation skills in mathematics course

The aims of this research; to examine the effects of formative assessment practices on fifth grade students' academic achievement, self-efficacy and self-regulation skills in mathematics. Embedded design, one of the mixed research approaches, was used in the research. In the quantitative part of the research, a quasi-experimental design with equalized pre-test post-test control group was adopted, and in the qualitative part a case study design was adopted. The research group consists of 58 students studying in public schools in Bolu province in the 2021-2022 Academic Year. Experimental procedures were carried out for 10 weeks. "Mathematics Achievement Test", "Self-Efficacy Scale", "Self-Regulation Scale" and "Interview Questions" were used as data collection tools. T-test, ANCOVA and content analysis were used in data analysis. According to the results of the research, it was seen that the formative assessment practices applied to the experimental group affected the students' academic success, self-efficacy skills and self-regulation skills in the mathematics course to a statistically significant extent. In the interviews, students' perspectives on formative assessment practices were positive and they expressed their opinion that such practices should continue. As a result of these results, it was emphasized that the use of formative assessment practices should be widespread at the secondary school level and that teachers should be encouraged to use such practices.