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Anticipated and Unanticipated Effects of Formative Assessment in First-Year University Mathematics.

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Bibliographic Details
Title: Anticipated and Unanticipated Effects of Formative Assessment in First-Year University Mathematics.
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]
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Database: Education Research Complete
Description
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]
ISSN:17442710
DOI:10.1564/tme_v33.2.06