Effects of formative assessment with feedbacks on Respondents achievement in selected subjects in Niger State, Nigeria

Abstract

This study was designed to determine the effects of formative assessment with feedback on achievement of Upper Haste respondents in Niger Stale and Federal Capital Territory, Abuja A pre-test, post-test, non-equivalent control group quasi-experimental research design was adopted. The sample size for the study was 350. Two research questions posed and two null hypotheses tested a, 0.05 level of significance guided the study. The instrument used for data collection was Social Studies and English Language Achievement Test (SSELAT). The Instruments was also subjected to face validation by jive experts In Social studies and English Studies. The achievement test was trial-tested to determine the psychometric Indices and reliability coefficient. test re-test reliability technique was used for the Achievement test and reliability coefficient of OM was obtained using Pearson Product Moment Correlation formula. Mean was used to answer the research questions ANCOVA was employed to lest the hypotheses. The finding revealed that respondents provided with feedback had a higher mean score than respondents without feedback in achievement test. Furthermore, the mean score of females provided with feedback was higher than the mean score of males in the achievement test. The differences in the mean scores of male and female students in the achievement test was found to be Insignificant. Consequently, the researcher recommended that teachers should always provide feedback for respondents on every formative assessment carried out in the class. These findings will encourage the respondents to do better In the subsequent assessment and Ministry of Education and Administrators of secondary schools should always organize seminars conferences and workshops to sensitize teachers on the importance of providing feedback to respondents during assessment.