<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Mária Ganajová</style></author><author><style face="normal" font="default" size="100%">Ivana Sotáková</style></author><author><style face="normal" font="default" size="100%">Stanislav Lukáč</style></author><author><style face="normal" font="default" size="100%">Zuzana Ješková</style></author><author><style face="normal" font="default" size="100%">Veronika Jurková</style></author><author><style face="normal" font="default" size="100%">Renáta Orosová</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">FORMATIVE ASSESSMENT AS A TOOL TO ENHANCE THE DEVELOPMENT OF INQUIRY SKILLS IN SCIENCE EDUCATION</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">formative assessment classroom techniques</style></keyword><keyword><style  face="normal" font="default" size="100%">inquiry skills</style></keyword><keyword><style  face="normal" font="default" size="100%">inquiry skills test</style></keyword><keyword><style  face="normal" font="default" size="100%">science teaching</style></keyword><keyword><style  face="normal" font="default" size="100%">students’ performance</style></keyword><keyword><style  face="normal" font="default" size="100%">upper secondary school</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2021</style></year><pub-dates><date><style  face="normal" font="default" size="100%">April/2021</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2021/987-1616865729.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">20</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Formative assessment (FA) is considered a powerful tool to enhance learning. However, there have been few studies addressing how the implementation of FA influences the development of inquiry skills so far. This research intends to determine the efficacy of teaching using FA in the development of students’ inquiry skills. A test of inquiry skills was used as the main research instrument to identify the level of the selected inquiry skills before and after a period of teaching with or without FA in the experimental and control group respectively. In the experimental group (n=73), FA was implemented across five subjects: biology, chemistry, physics, mathematics, and informatics, while the control group (n=48) was taught without any external intervention. In both groups, mostly teacher-centred methods of teaching were applied. The research findings confirmed a low initial level of inquiry skills. Teaching using FA showed higher efficacy than teaching without FA, even without a special focus on the inquiry methods. The experimental group achieved significantly better results compared to the control group. In addition, the results confirmed higher efficacy of FA in lower performing students. Gender did not prove as a determining factor in the effective implementation of FA.</style></abstract><issue><style face="normal" font="default" size="100%">2</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">204-222</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Mária Babinčáková</style></author><author><style face="normal" font="default" size="100%">Mária Ganajová</style></author><author><style face="normal" font="default" size="100%">Ivana Sotáková</style></author><author><style face="normal" font="default" size="100%">Paweł Bernard</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">INFLUENCE OF FORMATIVE ASSESSMENT CLASSROOM TECHNIQUES (FACTs) ON STUDENT’S OUTCOMES IN CHEMISTRY AT SECONDARY SCHOOL</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">chemical education</style></keyword><keyword><style  face="normal" font="default" size="100%">formative assessment classroom techniques</style></keyword><keyword><style  face="normal" font="default" size="100%">higher-order cognitive skills</style></keyword><keyword><style  face="normal" font="default" size="100%">secondary school</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2020</style></year><pub-dates><date><style  face="normal" font="default" size="100%">February/2020</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2020/987-1581269504.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">19</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Assessment in many Central- and Eastern-European countries is dominated by summative assessment (SA). Simultaneously, researchers and educators from western Europe and the US proclaim the formative assessment (FA) as an important element of the educational process and advise including it into curricula and everyday teachers’ practice. The research presented herein reports an introduction of formative assessment classroom techniques (FACTs) during chemistry lessons at K7 level in Slovakia. In total 202 students participated in the research. They were divided randomly into a control (n=97) and an experimental (n=105) group, and the intervention covered 10 successive lessons. After the intervention, the student’s outcomes were compared using the test checking student’s knowledge and skills according to various domains of Bloom’s revised taxonomy. The results suggested a statistically significant increase in the score of the experimental group, and a detailed analysis revealed that the increase was significant in both lower- and higher-order cognitive skills area. Finally, the students’ reaction on the introduction of formative assessment was studied and showed their positive attitude towards the introduced method.</style></abstract><issue><style face="normal" font="default" size="100%">1</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">36-49</style></section></record></records></xml>