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

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.