Abstract
Formative Assessment is essential part of teaching learning process.
Formative assessment is used during the teaching-learning process.
It is linked with the teaching learning process by exploration,
estimation and analysis of record of learning activities. From the
analysis of learning activates the improvement in the running
process of teaching-learning become easy. There are many
techniques used by experts for the formative assessment. In this
study only three techniques, self-assessment, peer-assessment and
feedback were used. The objective of the study was to find the
effect of formative assessment on students’ achievement in
knowledge domain in Physics at secondary level. All the students of
Government boys’ High secondary school of Bahawalnagar city
were selected as population for this research study. All the students
of class X (English medium) of Government Boys City High School
were subjects of study. The pretest–posttest control group design
was used for this study. The collected data was analyzed by using
inferential statistics. The finding and conclusion of the study show
that the use of formative assessment enhances the achievement of
the students. The use of formative assessment during the classroom
teaching is recommended
Ijaz Mahmood, Nasir Mahmood, Muhammad Zaigham Qadeer. (2020) Effect of Formative Assessment on Students’ Achievement in Knowledge Domain in Physics at Secondary Level, Pakistan Social Sciences Review, Volume 4, Issue 2.
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