Published
2023-10-11
Issue
Section
Articles
How to Cite
The impact of formative assessment techniques on students' self-assessment skills
Ayakoz Turysbayeva
Abai Kazakh National Pedagogical University, Almaty, Kazakhstan.
https://orcid.org/0009-0004-0949-9669
Aziya Zhumabayeva
Abai Kazakh National Pedagogical University, Almaty, Kazakhstan.
https://orcid.org/0000-0002-3406-7145
Kalbike Yessenova
Abai Kazakh National Pedagogical University, Almaty, Kazakhstan.
https://orcid.org/0000-0001-7402-3625
Tursynay Bainazarovа
Kazakh National Women's Teacher Training University, Almaty, Kazakhstan.
Sharban Maigeldiyeva
Korkyt Ata Kyzylorda University, Kyzylorda, Kazakhstan.
https://orcid.org/0000-0002-7453-2662
DOI: https://doi.org/10.20448/jeelr.v10i4.5045
Keywords: Formative assessment methods, Impact, Self-assessment skills, Teaching, Young students'.
Abstract
The introduction of formative assessment to improve students' self-assessment skills was one of the main innovations in Kazakhstan. However, there are issues with the implementation of formative assessment and its introduction. This study aims to examine the impact of the author's formative assessment techniques on students' self-evaluations. One of the methods was experimental work carried out in 2021-2022 at Almaty Secondary School No. 198. This study was carried out using 55 fourth grade students consisting of 27 students in grade four "A" (16 girls and 11 boys) as the experimental group (EG) and 28 students in grade four "B" (18 girls and 10 boys) as the control group (CG). The results identified problems with the introduction and implementation of formative assessments. This highlighted the importance of developing formative assessment strategies to improve students' self-evaluations. Our findings confirm that the identified and methodically substantiated procedures for improving self-assessment in students in primary school may be employed in classes with younger students and in teacher training groups.