Formative Evaluation as Efficient Strategy for Learning Mathematics

摘要

Evaluation always was problem for teachers and or instructors in present educational systems. Teacher yet did not know whether formative evaluation is proper or summative formative. Obviously formative evaluation has efficiency than summative evaluation. In this study, quasi-experimental method is used and via simple sampling method, formative evaluation is applied in two forms such as multiple- choice evaluation and essay formative evaluation among girl students of Shahrekord at first grade of high school. 67 girl students are chosen as three separate groups; group 1, 2, 3 that group 1 and 2 are applied multiple- choice evaluation and essay evaluation as the formative forms versus group 3 who is used of summative evaluation only. The results of ANOVA and Scheffe tests have indicated that there are differences among three groups which are considered as multiple-choice evaluation, essay formative evaluation and summative evaluation respectively. Finally it is showed that multiple-choice evaluation has not significant difference versus summative evaluation. Therefore essay formative is the best the kind of formative evaluation.