Evaluating the Impact of Formative Assessment Intervention and Experiences of Secondary Teachers in Teaching High-Order - Thinking Skills in Physics

Abstract

Evaristo Tukamuhabwa and Grace Lubaale

Formative assessment may be useful pedagogical practice to strengthen the teaching of HOTS in physics. The purpose of the study is to examine the impact of a formative assessment intervention on students’ achievements in HOTS physics tests (pre- and - post) when their teachers were supported to implement the instructional intervention and for secondary school teachers’ if their practices in teaching HOTS have changed after intervention; finally, teachers’ experiences with the intervention. This study employed mixed methods (sequential) approach with single group, protest, intervention (training), and post-test instruments. Data was gathered from 14 secondary schools involving 14 teachers and 280 Senior four secondary school students in Kabale Distict, Uganda. Students’ test scores were used to measure the achievement in physical HOTS items along with classroom observations and interviewed the teachers’ experiences. Students’ achievement data were assessed for internal reliability and validity by applying Rasch Partial Credit Model (RPCM) followed by descriptive analysis and a one sample t-test. The observed and interviewed teacher data were analysed by categorising the content and thematic analysis, respectively. The student’s achievement in physics HOTS items was found significantly improved from pre-test to post-testing. Post- intervention classroom observation showed that teachers practiced the integration and implementation of some formative assessment strategies. Teachers’ experiences proved to be in support of formative assessment of higher- order- thinking skills as a pivotal to strengthen physics teaching.

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