Applying Formative Assessment Techniques to Promote Students’ Learning Outcomes and Interest

Assessment, especially classroom assessment techniques (CATs) is widely recognized as a vital component of teaching practice. To add one more proof to this confirmation, this study has been conducted to discover some impacts of practicing CATs in Physics teaching to Grade 11 students in Vietnam on their improvement of learning interest and outcomes. Some CATs were utilized to design assessment activities, and then put into practice. Observation and questionnaire survey were then conducted to collect data on students’ responses during the instruction and by the end of instruction. A test to summative measure students’ learning out-comes, having been administrated in two groups: with and without CATs practicing to evaluate the effective-ness of the CATs. The research results have shown that the assessment activities have actually facilitated students’ interest and engagement in the lesson; in which students’ learning outcomes are considerately promoted. Keywords—formative assessment; classroom assessment techniques; CATs; effects; impacts; learning outcomes; learning interest; students’ interest