The Effect of the Type of Evaluation (Initial, Formative and Summative) on the Achievement of the Female Students of the Second Intermediate Grade in the Subject of Mathematics | ||
| Al-Fatih journal | ||
| Article 1, Volume 12, Issue 65, March 2016, Pages 133-183 | ||
| Authors | ||
| Eman Kadhim Ahmed; Warda Yahya | ||
| Abstract | ||
| This study aims at investigating the effect of the type of evaluation according to the time of performance (initial, formative and summative) on the achievement of the female students of the second intermediate grade in the subject of mathematics. The researchers have chosen a sample of the female students of the second intermediate grade from Al Maghfira Intermediate School for Girls. The sample was divided into three experimental groups: the first one is taught according to the initial evaluation, the second one is taught according to formative evaluation, while the third one used summative evaluation. The three groups were equalized in the variables of age, and previous achievement. Then, an achievement test containing 10 multiple choice items with four options each was designed. The test psychometric characteristics of the test were assessed like validity, reliability, and the reliability and discrimination of the wrong options. One-way ANOVA and Scheff'e Test ware used as statistical devices for result extraction. The results showed the following: 1. There is a statically significant variation on the level 0.05 between the achievement of the female students of the first experimental group which is exposed to initial evaluation and the achievement of the second experimental group which is exposed to formative evaluation in favor of the second experimental group. 2. There is a statically significant variation on the level 0.05 between the achievement of the female students of the first experimental group which is exposed to initial evaluation and the achievement of the third experimental group which is exposed to summative evaluation in favor of the first experimental group. 3. There is no statically significant variation on the level 0.05 between the achievement of the female students of the second experimental group which is exposed to formative evaluation and the achievement of the third experimental group which is exposed to summative evaluation. In the light of the results of the study, the researchers recommended the following: 1. The submission of students to the various achievement tests for their effect on the achievement of them. 2. The necessity of preparing the teachers of mathematics in a way that enables them to use all the types of educational evaluation. | ||
| Keywords | ||
| Type of Evaluation; achievement | ||
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