Enhancing Students’ Problem-Solving Skill through Formative Assessment Practices: An Experimental Study

Abstract

Present study aimed to examine students’ problem-solving skill through formative assessment strategies at undergraduate level in the subject of research. A single subject research design was selected to conduct the experiment. Students enrolled in the subject of teaching of science. Experiment has three phases baseline, experiment and withdrawal phase. Students problem-solving skill in the subject of research was observed during baseline period, experimental phase and during withdrawal phase. Lesson plans were developed and different activities were planned to conduct the experiment. A test was developed to measure students’ problem-solving through formative assessment practices. Jigsaw and think-pair-share technique of formative assessment was applied to measure students’ problem-solving during experiment and withdrawal phase. Data were collected through intervention. Inferential statistical technique a repeated measures one-way ANOVA was applied to test the hypothesis. Study findings revealed a significant effect of students’ problem-solving in the subject of research was measured during intervention and withdrawal phase. Study recommends to apply formative assessment practices to improve students’ performance in the subject of research at undergraduate level.