Exploring Formative Assessment Strategies in the Chemistry Classroom in Secondary School: A Systematic Literature Review (SLR)

Abstract

Formative Assessment strategies in chemistry classrooms are important for enhancing learning, identifying misconceptions, improving student engagement, promoting metacognition, and supporting differentiation in the classroom. This research utilizes a systematic literature review (SLR) method to examine formative assessment strategies in the chemistry classroom in secondary schools. The review process follows the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Twenty articles were assessed using the Mixed Methods Appraisal Tool (MMAT), focusing on empirical studies published between 2019 and 2023. The article selection process utilized two databases: Scopus and Web of Science (WoS). The major findings identified four key themes related to formative assessment in the chemistry classroom; the teaching and learning approaches, assessment tools, technology and professional development within the secondary school setting. Further study recommendations include exploring diverse formative assessment methods and integrating innovative assessment tools with technology to enhance self-assessment and improve student outcomes.