Inquiry-Based Formative Assessment in Grade 10 Electricity and Magnetism

Abstract

This developmental and descriptive research using pre-experimental design aimed to develop lessons and determine their effects on student learning using inquiry-based formative assessment for Grade 10 Electricity and Magnetism. It focused on the developed lessons using inquiry-based formative assessment to promote student learning in Electricity and Magnetism, concepts on Electricity and Magnetism developed in the inquiry-based formative assessment process, activities designed by the students to verify their concepts, and its effects on students’ conceptual understanding, science process skills and metacognitive skills. The respondents were the forty (40) Grade 10 students at Central Bicol State University of Agriculture –Laboratory High School SY 2017-2018. Qualitative analysis was used on the developed lessons, on developed concepts on electricity and magnetism, and on the activities designed by the students. Gain score and paired t-test were used to compare the pretest and posttest. The result showed thatthe develop lessons using inquiry based formative assessment were on Magnet, Principles of Magnetism , Electric and Magnetic Fields, Current-Carrying conductor, Electromagnetic Induction, Faraday’s Law of Electromagnetic Induction, Generators and Electricmotors with features namely: competency-based, using inquiry-based formative assessment process, promotes open inquiry activities and collaborative learning. Moreover, these lessons are designed to promote student learning through the process of eliciting prior conceptions, brainstorming of concepts, revising of answers, designing activities, presenting activity results and verifying their revised answers. Also, the students’ concepts are developed and students’ designing of the different activities provided avenue to verify their concepts in electricity and magnetism. There were improvements on students’ conceptual understanding, science process skills, metacognitive skills showed by the mean gain of 10.25, 3.8, and 0.59 respectively.Therefore, these lessons aligned to K to 12 Science competencies with inquiry-based formative assessment process, and that could promote open-inquiry activities can be used as supplementary instructional resources