THE INFLUENCE OF FORMATIVE ASSESSMENT ON THE PSYCHOLOGICAL WELL-BEING OF HIGH SCHOOL PUPILS - A STUDY
Abstract
The paper deals with formative assessment and its influence on the psychological well-being of secondary school students. The aim of thethesis was to find out whether the methods of formative assessment used in teaching by teachers affect the psychological well-being of secondary school students. The research population included 33 participants together with the teacher who participated in the research.
Prior to the actual research, an analysis of literature sources dealing with formative assessment in schools and pupils' mental health was conducted. The teacher, who met all the requirements for conducting the research, was trained in the implementation of formative assessment and subsequently began to use it fluently in her Economics lessons.
Continuous observations were conducted in this lesson using observation and interview methods. In order to determine any changes in 81the psychologicalwell-being of the students, questionnaires were given to them before and after the implementation of formative assessment to determine the degree of susceptibility to stress. Through this questionnaire, it was found that formative assessment affects the psychological well-being of the students and especially reduces the stress susceptibility of those individuals who had very high values in the results of the questionnaire regarding stress susceptibility before the implementation of formative assessment. Inthe Czech Republic, formative assessment is still developing and there are not many studies or articles on the impact of formative assessment on pupils' psychological well-being.
This research can serve as afact that it makes sense to use formative assessment in schools, since among other positives related to better motivating students to learn and building their stronger self-esteem, this assessment can also contribute to their better psychological well-being, which affects other important factors of students.