The Impact of Using Formative Evaluation on Students’ Performance in the Philosophy Subject: A Field Study in Damascus Schools

Abstract

This study aims to investigate the use of formative assessment in improving the teaching and learning process of philosophy for eleventh-grade students in Damascus schools. The study also explores students' perceptions, attitudes, and experiences regarding formative assessment and its impact on their performance and achievement in philosophy.

A descriptive analytical approach was adopted in the study, where relevant literature and previous studies were reviewed. Primary data was collected using a questionnaire developed by the researcher. The questionnaire was distributed in three high schools, targeting 134 eleventh-grade students from the literary stream in three schools in Damascus, where formative assessment was implemented in their philosophy classes during the first semester of the academic year. The collected data was analyzed statistically using SPSS software.

The study found a positive correlation between the application of formative assessment and the improvement of the teaching and learning process of philosophy for the studied sample.