Vol.9, No.3, August 2020.                                                                                                                                                                                ISSN: 2217-8309

                                                                                                                                                                                                                        eISSN: 2217-8333


TEM Journal



Association for Information Communication Technology Education and Science

The Impact of Formative Assessment on Results of Secondary School Pupils in Mathematics: One Case of Schools in Slovakia


Lucia Rumanová, Dušan Vallo, Júlia Záhorská


© 2020 Lucia Rumanová, published by UIKTEN. This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License. (CC BY-NC-ND 4.0)


Citation Information: TEM Journal. Volume 9, Issue 3, Pages 1200-1207, ISSN 2217-8309, DOI: 10.18421/TEM93-47, August 2020.


Received: 29 June 2020.

Revised:   04 August 2020.
Accepted: 11 August 2020.
Published: 28 August 2020.




Teaching of mathematics at Slovak primary schools used to be based on the trans missive transfer of knowledge and skills from teachers to pupils. The currently used constructive and investigative approach in teaching mathematics in Slovakia requires a change in the formative assessment in mathematics based on the pedagogic experiment, which is carried out on a target group of respondents. The issue of measuring and evaluating pupils' performance is still topical for several reasons. Pupils' results in mathematics often do not meet the expectations among pupils themselves and their parents. Measuring pupil's level of knowledge and quality of education is also one of the topics that are very often discussed by the general public. We consider the use of formative assessment to correct teachers' teaching practices and pupils' learning practices as a suitable tool for the teaching process. This fact can be applied also in teaching mathematics. It helps to identify misconceptions in pupils' knowledge, to diagnose various problems and their causes in the learning process of pupils.


Keywords –Formative assessment, Learning process, Mathematics, Statistical evaluation.



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