An action research on using formative assessment components in online enviroments in science teaching

In this study, it is aimed to reveal teachers' use cases of formative assessment components and to analyze the process of eliminating the problems that arise in these components. The study consists of two stages. In the first phase, ten science teachers has been studied to examine teachers' use cases of formative assessment components, and in the second phase, three science teachers has been studied in the process of eliminating the deficiencies that belong to teachers' formative assessment components. Since this study aimed to improve teachers' formative assessment practices, it was conducted with the collaborative action research method. The study was designed considering Stringer's (2007) model that supports the collaborative action research process. In the study, weekly action cycles were planned with teachers. The data collection tools of the study are video recording (lesson observation), teacher interviews, researcher field notes, lesson plans, planning and reflection meetings with teachers, and meetings with the validity committee. The data analysis in this study was conducted using descriptive analysis and constant comparative analysis. After each action cycle, interview and observation data with lesson plans were analyzed according to the "formative evaluation in-class observation form" created by the researcher was tried to determine each teacher's use case of formative assessment components in their lessons. By also sharing the relevant data with the validity committee, the evaluations belong to each teacher's formative evaluation components were completed. As a result of the study, when the development of teachers' formative assessment components is examined; it was seen that two teachers reached the expert level in all components and one teacher reached the expert level in other components except for the peer assessment component. Based on the findings of the study, the factors that generally affect teachers' use of formative assessment components were found to be teachers' instructional beliefs and attitudes, collaboration and adequate support, time, experience and central exams, teachers' educational understanding and teachers' use case of online learning environments. At the end of the study, the findings were discussed with the literature and various suggestions were made to practitioners to contribute to the use of formative assessment in classroom practices and to researchers to improve teachers' formative assessment practices.