BENYOUB Ahlem (2024) The Impact of Formative Assessment on Classroom Interaction The Case of First Year Students at the Department of English, Mohamed Cherif Messaadia University, Souk-Ahras. University of Souk Ahras
Scientific Publications
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Abstract
ABSTRACT
This study explores the impact of formative assessment on classroom interaction among first-year LMD students in the department of English at Mohamed Cherif Messadia University of Souk- Ahras. It aims to investigate teachers\' awareness and use of formative assessment, as well as the extent to which it affects classroom interaction. Additionally, the study seeks to identify the most effective formative assessment techniques that influence student engagement, and participation Our research employs a mixed-methods approach, combining quantitative data from students’questionnaires with qualitative insights from classroom observation and interview with teachers. The obtained findings highlight that the use of different forms of formative assessment significantly fosters classroom interaction by promoting a supportive, collaborative, and positive learning environment that increases student motivation and engagement. Based on these findings, our hypotheses are confirmed. The more formative assessment is used, the more classroom interaction is enhanced. Oppositely, the less formative assessment is used, the less classroom interaction is enhanced.
This study explores the impact of formative assessment on classroom interaction among first-year LMD students in the department of English at Mohamed Cherif Messadia University of Souk- Ahras. It aims to investigate teachers\' awareness and use of formative assessment, as well as the extent to which it affects classroom interaction. Additionally, the study seeks to identify the most effective formative assessment techniques that influence student engagement, and participation Our research employs a mixed-methods approach, combining quantitative data from students’questionnaires with qualitative insights from classroom observation and interview with teachers. The obtained findings highlight that the use of different forms of formative assessment significantly fosters classroom interaction by promoting a supportive, collaborative, and positive learning environment that increases student motivation and engagement. Based on these findings, our hypotheses are confirmed. The more formative assessment is used, the more classroom interaction is enhanced. Oppositely, the less formative assessment is used, the less classroom interaction is enhanced.
Information
| Item Type | Master |
|---|---|
| Divisions | |
| ePrint ID | 5035 |
| Date Deposited | 2024-07-02 |
| Further Information | Google Scholar |
| URI | https://univ-soukahras.dz/en/publication/article/5035 |