NEF-EFMED - Necatibey Eğitim Fakültesi - Balıkesir Üniversitesi

33 UNDERSTANDING THE IMPACT OF FORMATIVE ASSESSMENT…
Limitations
There are several limitations to this study that we would like our readers to keep in
mind as they consider the implications of the results of this study for their particular context.
First,this research study only involved the participation of 96 students. This is a relatively
small number of students through which we can establish the effectiveness of formative
assessment strategies. Without more data and additional participants, it is difficult to claim
that differences in student performance between pre and post-test are results of the formative
assessment strategies implemented.
Second, it would be naïve to argue that formative assessments alone contributed to the
significant learning gains achieved by the students. For instance, we do not know if some
students spent extra time outside of the classroom studying for the post-test. If students spent
a significant study time outside of the classroom, we were not able to measure their study
time outside of school. We want our readers to keep these limitations in mind as they consider
its implications for similar contexts.
References
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teaching: Social constructivist perspectives (pp. 183-210), New York: Peter Lang
Publishing, Inc.
Balinsky, M. G. (2007). Forging an identity: Four science doctoral students in a
collaborative partnership with K-12 science teachers. Unpublished Dissertation, Florida
State University, Tallahassee, FL.
Beeth, M.E. (1998). Teaching for conceptual change: Using status as a metacognitive tool.
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Black, P., Harrison, C., Lee, C., Marshall, B., & Wiliam, D. (2002). Working inside the black
box: Assessment for learning in the classroom. London, UK: King's College London
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Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in
Education: Principles, Policy & Practice, 5(1), 7-71.
Bodner, G.M., & Herron, J.D. (2002). Problem solving in chemistry. In: J. Gilbert (Ed.),
Chemical education: Research-based practice (pp. 105-133). Dordrecht: Kluwer
Academic Publishers.
NEF-EFMED Cilt 5, Sayı 2, Aralık 2011/ NFE-EJMSE Vol. 5, No. 2, December 2011