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Investigating how formative assessment through the use of coded qualitative feedback can improve graphing skills of Physics students

Constructing graphs as a form of presenting findings in O-level Science Practical is an important skill but it is known that students at secondary school level face many problems with graph construction and interpretation. Based on the perceived need to improve graphing skills, the goal of this study is to produce and evaluate an innovative approach to effectively address common graphing errors for upper secondary Physics students. By using formative assessment through coded qualitative feedback, discrete chunks of graphing criteria are established through weekly tasks and are made known to students by teachers on what they have achieved and where they need to improve. These feedbacks provide specific suggestions about how that improvement might be achieved. This approach also encourages students to take ownership for their learning. It renders self-monitoring, self-assessment and self-evaluation.Keywords: formative assessment, graphing, qualitative feedback

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