Investigating the role of formative assessment in improving student performance in biology
Table Of Contents
<p>1. Introduction<br> 1.1 Background and rationale<br> 1.2 Research objectives<br>2. Literature Review<br> 2.1 Definition and importance of formative assessment<br> 2.2 Theoretical frameworks for formative assessment in biology education<br> 2.3 Previous studies on the impact of formative assessment in biology<br>3. Methodology<br> 3.1 Research design<br> 3.2 Participants<br> 3.3 Data collection procedures<br> 3.4 Data analysis techniques<br>4. Results<br> 4.1 Quantitative analysis of student performance<br> 4.2 Qualitative analysis of student feedback<br>5. Discussion<br> 5.1 Interpretation of findings<br> 5.2 Implications for biology education<br> 5.3 Limitations and future research directions<br></p>
Project Abstract
<p> This research project aims to explore the impact of formative assessment on student performance in biology education. Formative assessment refers to the ongoing process of gathering evidence of student learning to provide feedback and guide instructional decisions. The study will investigate how formative assessment strategies, such as quizzes, concept maps, and peer feedback, can enhance student understanding and achievement in biology. The research will involve a mixed-methods approach, including surveys, classroom observations, and student performance analysis. The findings will contribute to the existing literature on formative assessment and provide practical recommendations for biology educators to improve student learning outcomes. <br></p>Project Overview
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