@article {1342,
	title = {THE RESEARCH STATUS OF FORMATIVE ASSESSMENT IN SCIENCE EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {December/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {1103-1119},
	abstract = {Although the number of publications on formative assessment in science education has long been high, there is no bibliometric analysis or scientific mapping in the literature to understand research trends in formative assessment research. This research aimed to examine the bibliometric results of articles on formative assessment in science education. Based on the criteria for inclusion and exclusion, 94 articles were selected for analysis. The results show that between 2015-2016 and 2020-2022, the number of publications on formative assessment increased substantially. Among the top ten institutions that contributed to the research are three institutions from the United States. The results also show that the United States had the most publications. Analysis of the co-citations showed that the Journal of Research in Science Teaching, Science Education, and the International Journal of Science Education were cited more than 100 times. The three most cited studies were published in Assessment in Education: Principles, Policy, and Practice. The results show that the researcher used formative assessment, students, science education, teaching, education, engineering education, curricula, STEM, and e-learning in research on formative assessment. In light of the obtained results, practical suggestions for further studies are made in the conclusion. },
	keywords = {bibliometric analysis, formative assessment, science education, SCOPUS},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.1103 },
	url = {https://oaji.net/articles/2023/987-1702729392.pdf},
	author = {Yulian Zhang and Weijun Wang and Yi Xian and Xianfeng Wang and Jiabin Huang}
}
@article {855,
	title = {EXAMINING THE EFFECT OF AN ONLINE FORMATIVE ASSESSMENT TOOL (OFAT) OF STUDENTS{\textquoteright} MOTIVATION AND ACHIEVEMENT FOR A UNIVERSITY SCIENCE EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {June/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {401-414},
	abstract = {Online formative assessment is still challenging although it is getting an increased attention as a significant tool for diagnosing and analysing students{\textquoteright} motivation and achievement in various education domains. This research examines the effects of an online formative assessment tool (OFAT) about science motivation and achievement in second-year students{\textquoteright} university education during four consecutive academic years, 2014 to 2018. A research on the basis of a randomized experimental design was conducted that assigned groups used an OFAT along with various assessments that students participated. A total of 311 students enrolled in the subject take part in the research, respectively 94, 89, 59 and 71 students. Particularly, the OFAT is offering feedback from students, feedback from lecturers and adaptive assignments. Here, data contained student motivation survey data, standardized achievement pre- and post-test data and students{\textquoteright} log records. The results of multiple tier analyses exposed positive effects about students{\textquoteright} motivation and achievement. Based on usage measurements, students{\textquoteright} intensity offers the positive effects about students{\textquoteright} motivation and achievement. Furthermore, along with overall students{\textquoteright} improved performance, the effects of high-performing students{\textquoteright} achievement were higher. Therefore, the results acquired meaningfully contribute to recover main drawbacks and difficulties of traditional science learning programs.},
	keywords = {adaptive assignment, formative assessment, teaching/learning methodologies, university science education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.401},
	url = {http://oaji.net/articles/2020/987-1591087751.pdf},
	author = {David Gonz{\'a}lez-G{\'o}mez and Jin Su Jeong and Florentina Ca{\~n}ada-Ca{\~n}ada}
}
@article {747,
	title = {INTEGRATION OF INQUIRY-BASED INSTRUCTION WITH FORMATIVE ASSESSMENT: THE CASE OF EXPERIENCED CHEMISTRY TEACHERS},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {April/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {184-196},
	abstract = {Inquiry-based teaching and learning methods are more and more widely used in the teaching natural sciences all over the world. The elements of inquiry are included in many national sciences{\textquoteright} core curricula and indicate that students should be actively involved in acquiring knowledge. This fact changes the teacher{\textquoteright}s role in the classroom and the structure of everyday lessons. Independent inquiry helps students to develop various elements of scientific education, gain specific skills and competencies. Consequently, the assessment methods used so far are no longer sufficient and they should be expanded with new strategies, tools, and criteria. In recent years, there were many projects, in which teachers were trained in using both inquiry-based instructions and formative assessment. So far, unfortunately, there has been limited information on how teachers bring theory into practice and combine the new teaching and assessment methods, and how they adopt available teaching materials during everyday classes. This case study explored how experienced chemistry teachers, who have broad content, pedagogical content, and inquiry methodology knowledge, integrate inquiry-based teaching with formative assessment for the first time. The results of the study revealed the main limiting factors and teachers{\textquoteright} dilemmas.},
	keywords = {formative assessment, in-service science teachers, inquiry-based learning, qualitative research, teacher professional development},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.184},
	url = {http://oaji.net/articles/2019/987-1554359401.pdf},
	author = {Pawe{\l} Bernard and Karol Dudek-R{\'o}{\.z}ycki and Kinga Orwat}
}
@article {425,
	title = {EVALUATING THREE GRADING METHODS IN MIDDLE SCHOOL SCIENCE CLASSROOMS},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {April/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {207{\textendash}215},
	abstract = {This study aims to fill a gap in middle school science education that no direct comparison has been conducted on three popular grading methods - point based, rubric based, and rubric plus written feedback based - on science achievement and motivation. Participants in this quasi-experimental study are 136 7th and 8th grade students from Midwest USA. Results indicate that for both grades, the written feedback group performs significantly better than the point-based and the rubric-only groups on both achievement and motivation measures. However, science achievement under rubric-based grading but without written feedback is not different from that under the traditional points-based grading, underscoring the important extra power that written feedback delivers. This study recommends that written feedback be highly relevant (to the academic standard being assessed), limited in number (to the major misconceptions students have), and giving a second chance (for students to act on to improve learning). },
	keywords = {formative assessment, rubric-based grading, Science Achievement},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.207},
	url = {http://oaji.net/articles/2016/987-1473430856.pdf},
	author = {Bo Zhang and Jacob Misiak}
}
@article {358,
	title = {EFFECTS OF FORMATIVE ASSESSMENT PROBES INTEGRATED IN EXTRA-CURRICULAR HANDS-ON SCIENCE: MIDDLE SCHOOL STUDENTS{\textquoteright} UNDERSTANDING},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {April/2014},
	pages = {Continuous},
	type = {Original article},
	chapter = {243-258},
	abstract = {This study had three main purposes, to (a) determine students{\textquoteright} understanding of basic physics concepts, (b) analyze the science concepts and their connection to real-life context in science curricula and teaching materials, (c) evaluate effect of formative assessment probes on students{\textquoteright} understanding of selected key concepts. Subjects were 197, 8th grade students who had studied five basic physics concepts. To evaluate students{\textquoteright} understanding, a questionnaire consisting of formative assessment probes was administered with 4 multiple choice and 4 open-ended questions. Findings indicated that students had poor conceptual understanding of the concepts. Science curriculum, analyzed in terms of application to real-world contexts, indicated that textbooks included few practical explanations. In an intervention, one public school received formative assessment probes integrated with extra-curricular hands-on science instruction. Pre-post data showed significant increases in students{\textquoteright} understanding of basic physics concepts. Finding that these students significantly out-performed other groups implies: (a) the need to include students{\textquoteright} prior learning in instruction },
	keywords = {formative assessment, hands-on science instruction, real-world context, science concepts},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.243},
	url = {http://oaji.net/articles/2015/987-1437063296.pdf},
	author = {Nermin Bulunuz and M{\i}zrap Bulunuz and Hanife Peker}
}
