Students’ involvement in learning: Formative assessment as a predictor of STEM competencies development

Abstract

The development of science and technology skills in primary education is essential for fostering critical thinking and problem-solving abilities. However, limited research explores the specific role of formative assessment in shaping these competencies. This study addresses this gap by examining how formative assessment predicts students' proficiency in scientific research methods, problem-solving through technological solutions, and the ability to explain the physical world using scientific knowledge. Using a correlational design, data were collected from a probabilistic sample of 116 students. The reliability of the assessment tools was confirmed, and findings indicate that formative assessment is a strong predictor of overall science and technology competencies. The final model demonstrated a superior fit compared to baseline models, underscoring the importance of formative assessment in enhancing learning outcomes. These results emphasize the need for educators to integrate effective assessment strategies to support students’ development of science and technology skills in primary education.

Keywords: Academic achievement; formative assessment; formative evaluation; learning skills development; self-regulation.