Using Collaborative Formative Assessments in Enhancing Students' Understanding of Concepts in Grade 9 Electron Configuration

Abstract

This action research focuses on the use of collaborative formative assessment in learning about electron configuration in a Grade 9 science classroom. It aimed to examine how students do formative assessments as they collaborate in groups and to determine if the use of collaborative formative assessment tasks promotes learning. After each lesson, the students were grouped and were given teacher-made formative assessment tasks on the topics quantum numbers and electron configuration to accomplish. Observations, interviews, worksheets, survey, and an objective performance test were used to gather data from the students. The findings indicate that the students like the use of collaborative formative assessment and central to their experience is the presence of peer feedback and support which they reported were useful to promote learning. While the findings also indicate that some students experience social loafing during collaborative work, the use of collaborative formative assessment encouraged sharing of ideas and immediate feedback. Based on the findings, the researchers recommend the use of collaborative formative assessments as an innovative approach of assessment that can promote conceptual understanding in Grade 9 Science classrooms.