Formative Assessment Practices for Improving Students’ Text Comprehension Abilities: An Experiment in a Lower Secondary School in Italy
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| Titel: | Formative Assessment Practices for Improving Students’ Text Comprehension Abilities: An Experiment in a Lower Secondary School in Italy |
|---|---|
| Autoren: | Elisa Guasconi, Ira Vannini |
| Quelle: | Journal of Educational, Cultural and Psychological Studies, Vol 1, Iss 31, Pp 153-182 (2025) |
| Verlagsinformationen: | Led Edizioni Universitarie, 2025. |
| Publikationsjahr: | 2025 |
| Schlagwörter: | text comprehension abilities, formative assessment practices, two-group experimental study, Effective teaching, Formative assessment practices, Lower secondary school, Text comprehension abilities, Two-group experimental study, lower secondary school, effective teaching, Education |
| Beschreibung: | Formative assessment (FA) is an expression that covers several practices. While this variety has led to the development of different studies in the international context, there is a lack of experimental research in Italy on the topic. Therefore, this experiment explores the effects of implementing FA practices in the classroom, in terms of students’ text comprehension abilities. A two-group experimental design was carried out involving students from two first-year classes of a lower secondary school in Italy, who were randomly assigned to the treatment or control group. After administering a task on text comprehension abilities, the researcher developed 15 FA activities in the treatment group. At the end of the study, the students’ abilities were measured again and the pre- post-test difference between the two groups was verified. Non-parametric tests were run that did not reveal statistically significant differences. Regardless, a trend shows a slightly higher increase in the achievement of the treatment group. |
| Publikationsart: | Article |
| Dateibeschreibung: | application/pdf |
| ISSN: | 2037-7924 2037-7932 |
| DOI: | 10.7358/ecps-2025-031-guva |
| Zugangs-URL: | https://doaj.org/article/3b1f12cea65f46319e324d9f59c3d6cf https://www.ledonline.it/index.php/ECPS-Journal/article/view/6358 https://doi.org/10.7358/ecps-2025-031-guva https://hdl.handle.net/11585/1020774 |
| Rights: | CC BY NC ND |
| Dokumentencode: | edsair.doi.dedup.....034fd5f8d81b12d9e7b18456ea18dc6e |
| Datenbank: | OpenAIRE |
Nájsť tento článok vo Web of Science | Abstract: | Formative assessment (FA) is an expression that covers several practices. While this variety has led to the development of different studies in the international context, there is a lack of experimental research in Italy on the topic. Therefore, this experiment explores the effects of implementing FA practices in the classroom, in terms of students’ text comprehension abilities. A two-group experimental design was carried out involving students from two first-year classes of a lower secondary school in Italy, who were randomly assigned to the treatment or control group. After administering a task on text comprehension abilities, the researcher developed 15 FA activities in the treatment group. At the end of the study, the students’ abilities were measured again and the pre- post-test difference between the two groups was verified. Non-parametric tests were run that did not reveal statistically significant differences. Regardless, a trend shows a slightly higher increase in the achievement of the treatment group. |
|---|---|
| ISSN: | 20377924 20377932 |
| DOI: | 10.7358/ecps-2025-031-guva |