Anticipated and Unanticipated Effects of Formative Assessment in First-Year University Mathematics.
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| Title: | Anticipated and Unanticipated Effects of Formative Assessment in First-Year University Mathematics. |
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| Authors: | El-Kasti, Houssam1 helkasti@qu.edu.qa |
| Source: | International Journal for Technology in Mathematics Education. 2026, Vol. 33 Issue 2, p83-91. 9p. |
| Subject Terms: | *Formative evaluation, *Student response systems, *Mixed methods research, *Educational outcomes, *Mathematics education (Higher), *Outcome assessment (Education), *Student engagement |
| Abstract: | This study examines the implementation of the paid version of Socrative platform as a formative assessment (FA) tool in first-year mathematics courses. A key feature of the software is that it provides immediate, individualized feedback designed to support student engagement and learning. Employing a convergent mixed-method design, the study employed statistical analysis to compare assessment outcomes between control and experimental groups. Additionally, we conducted qualitative analyses of selected assessment items to gain deeper insight into students' learning processes. Findings reveal both anticipated and unanticipated effects of formative assessment on student performance. The quantitative data did not show any significant effect of FA on students' achievement. The qualitative data revealed multiple levels of influence on learning, ranging from no to substantial improvement, as well as instances of inconsistent outcomes. In this article, we will discuss the outcomes in relation to pedagogical implications, and we will provide some recommendations for future research. [ABSTRACT FROM AUTHOR] |
| Copyright of International Journal for Technology in Mathematics Education is the property of Research Information Ltd. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 195201993 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Anticipated and Unanticipated Effects of Formative Assessment in First-Year University Mathematics. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22El-Kasti%2C+Houssam%22">El-Kasti, Houssam</searchLink><relatesTo>1</relatesTo><i> helkasti@qu.edu.qa</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22International+Journal+for+Technology+in+Mathematics+Education%22">International Journal for Technology in Mathematics Education</searchLink>. 2026, Vol. 33 Issue 2, p83-91. 9p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Formative+evaluation%22">Formative evaluation</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+response+systems%22">Student response systems</searchLink><br />*<searchLink fieldCode="DE" term="%22Mixed+methods+research%22">Mixed methods research</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+outcomes%22">Educational outcomes</searchLink><br />*<searchLink fieldCode="DE" term="%22Mathematics+education+%28Higher%29%22">Mathematics education (Higher)</searchLink><br />*<searchLink fieldCode="DE" term="%22Outcome+assessment+%28Education%29%22">Outcome assessment (Education)</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+engagement%22">Student engagement</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This study examines the implementation of the paid version of Socrative platform as a formative assessment (FA) tool in first-year mathematics courses. A key feature of the software is that it provides immediate, individualized feedback designed to support student engagement and learning. Employing a convergent mixed-method design, the study employed statistical analysis to compare assessment outcomes between control and experimental groups. Additionally, we conducted qualitative analyses of selected assessment items to gain deeper insight into students' learning processes. Findings reveal both anticipated and unanticipated effects of formative assessment on student performance. The quantitative data did not show any significant effect of FA on students' achievement. The qualitative data revealed multiple levels of influence on learning, ranging from no to substantial improvement, as well as instances of inconsistent outcomes. In this article, we will discuss the outcomes in relation to pedagogical implications, and we will provide some recommendations for future research. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of International Journal for Technology in Mathematics Education is the property of Research Information Ltd. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=195201993 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1564/tme_v33.2.06 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 9 StartPage: 83 Subjects: – SubjectFull: Formative evaluation Type: general – SubjectFull: Student response systems Type: general – SubjectFull: Mixed methods research Type: general – SubjectFull: Educational outcomes Type: general – SubjectFull: Mathematics education (Higher) Type: general – SubjectFull: Outcome assessment (Education) Type: general – SubjectFull: Student engagement Type: general Titles: – TitleFull: Anticipated and Unanticipated Effects of Formative Assessment in First-Year University Mathematics. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: El-Kasti, Houssam IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 06 Text: 2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 17442710 Numbering: – Type: volume Value: 33 – Type: issue Value: 2 Titles: – TitleFull: International Journal for Technology in Mathematics Education Type: main |
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