Classroom Assessment: Student Achievement in Mathematics through Formative Assessment

摘要

The challenge of teachers in learning activities is how students can achieve learning goals. This article discusses formative assessment applied by teachers in learning mathematics. The subjects in this study are the senior high school mathematics teachers Class X selected randomly in Magetan. In this research, researcher analyzes and describes the assessments applied by teachers as formative assessments. Data were collected through classroom observation and in-depth teacher's interviews. Teachers apply types of formative assessment in learning mathematics as a strategy to achieve learning objectives. The results show that formative assessment in practice can facilitate students and teachers in the learning process. This is because the formative assessment functions as the feedback provider for the students. Feedback has an impact on teachers to organize assessment and support student learning activities. The impact on students is in their learning commitments so that students can maintain their learning achievement.