FORMATIVE ASSESSMENT IN TEACHING THE "ACIDS AND BASES" TOPIC AT THE SECOND STAGE OF PRIMARY SCHOOLS IN TERMS OF EFFECTIVENESS - A CASE STUDY

The paper discusses the effectiveness of formative assessment classroom techniques (FACTs) in teaching the "Acids and Bases" topic at the second stage of primary school with regard to the development of cognitive understanding. In the first stage, the research aimed to design a model of the class -subject-lesson system with incorporated FACTs (such as a predictive card, exit card, check list, Frayer Model) for the "Acids and Bases" thematic unit in the 8th grade of primary school. The model was subsequently implemented into teaching during 6 lessons. The effectiveness of this teaching method was compared with the traditional method of teaching. The research sample consisted of 45 primary school pupils (8th grade) divided into the experimental group (23 pupils) and control group (22 pupils). Two PISA tasks were used as research tools, namely "Acids and Bases" and "Do you have sound advice for gardeners?" The analysis of the PISA task results showed that the experimental group achieved statistically better results at the levels of understanding, application, and analysis (according to the revised version of Bloom's Taxonomy) than the control group.