Formative Assessment Practices for Improving Students’ Text Comprehension Abilities: An Experiment in a Lower Secondary School in Italy
Abstract Formative assessment (FA) is an expression that covers several practices. While this variety has led to the development of different studies in the international context, there is a lack of experimental research in Italy on the topic. Therefore, this experiment explores the effects of impl...
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| Format: | Article |
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LED Edizioni Universitarie
2025-07-01
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| Series: | Journal of Educational, Cultural and Psychological Studies |
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| Online Access: | https://www.ledonline.it/index.php/ECPS-Journal/article/view/6358 |
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| author | Elisa Guasconi Ira Vannini |
| author_facet | Elisa Guasconi Ira Vannini |
| author_sort | Elisa Guasconi |
| collection | DOAJ |
| description | Abstract
Formative assessment (FA) is an expression that covers several practices. While this variety has led to the development of different studies in the international context, there is a lack of experimental research in Italy on the topic. Therefore, this experiment explores the effects of implementing FA practices in the classroom, in terms of students’ text comprehension abilities. A two-group experimental design was carried out involving students from two first-year classes of a lower secondary school in Italy, who were randomly assigned to the treatment or control group. After administering a task on text comprehension abilities, the researcher developed 15 FA activities in the treatment group. At the end of the study, the students’ abilities were measured again and the pre- post-test difference between the two groups was verified. Non-parametric tests were run that did not reveal statistically significant differences. Regardless, a trend shows a slightly higher increase in the achievement of the treatment group. |
| format | Article |
| id | doaj-art-3b1f12cea65f46319e324d9f59c3d6cf |
| institution | DOAJ |
| issn | 2037-7932 2037-7924 |
| language | English |
| publishDate | 2025-07-01 |
| publisher | LED Edizioni Universitarie |
| record_format | Article |
| series | Journal of Educational, Cultural and Psychological Studies |
| spelling | doaj-art-3b1f12cea65f46319e324d9f59c3d6cf2025-08-20T02:40:30ZengLED Edizioni UniversitarieJournal of Educational, Cultural and Psychological Studies2037-79322037-79242025-07-0113115318210.7358/ecps-2025-031-guva2290Formative Assessment Practices for Improving Students’ Text Comprehension Abilities: An Experiment in a Lower Secondary School in ItalyElisa Guasconi0Ira Vannini1Dipartimento di Scienze dell'Educazione 'G.M. Bertin' Alma Mater Studiorum Università di BolognaDipartimento di Scienze dell'Educazione 'G.M. Bertin' Alma Mater Studiorum Università di BolognaAbstract Formative assessment (FA) is an expression that covers several practices. While this variety has led to the development of different studies in the international context, there is a lack of experimental research in Italy on the topic. Therefore, this experiment explores the effects of implementing FA practices in the classroom, in terms of students’ text comprehension abilities. A two-group experimental design was carried out involving students from two first-year classes of a lower secondary school in Italy, who were randomly assigned to the treatment or control group. After administering a task on text comprehension abilities, the researcher developed 15 FA activities in the treatment group. At the end of the study, the students’ abilities were measured again and the pre- post-test difference between the two groups was verified. Non-parametric tests were run that did not reveal statistically significant differences. Regardless, a trend shows a slightly higher increase in the achievement of the treatment group.https://www.ledonline.it/index.php/ECPS-Journal/article/view/6358effective teachingformative assessment practiceslower secondary schooltext comprehension abilitiestwo-group experimental study |
| spellingShingle | Elisa Guasconi Ira Vannini Formative Assessment Practices for Improving Students’ Text Comprehension Abilities: An Experiment in a Lower Secondary School in Italy Journal of Educational, Cultural and Psychological Studies effective teaching formative assessment practices lower secondary school text comprehension abilities two-group experimental study |
| title | Formative Assessment Practices for Improving Students’ Text Comprehension Abilities: An Experiment in a Lower Secondary School in Italy |
| title_full | Formative Assessment Practices for Improving Students’ Text Comprehension Abilities: An Experiment in a Lower Secondary School in Italy |
| title_fullStr | Formative Assessment Practices for Improving Students’ Text Comprehension Abilities: An Experiment in a Lower Secondary School in Italy |
| title_full_unstemmed | Formative Assessment Practices for Improving Students’ Text Comprehension Abilities: An Experiment in a Lower Secondary School in Italy |
| title_short | Formative Assessment Practices for Improving Students’ Text Comprehension Abilities: An Experiment in a Lower Secondary School in Italy |
| title_sort | formative assessment practices for improving students text comprehension abilities an experiment in a lower secondary school in italy |
| topic | effective teaching formative assessment practices lower secondary school text comprehension abilities two-group experimental study |
| url | https://www.ledonline.it/index.php/ECPS-Journal/article/view/6358 |
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