This study investigated the effects of formative assessment strategies on students’ conceptual understanding in a freshmen college chemistry course in Turkey. Our sample consists of 96 students; 27 males, 69 females. The formative assessment strategies such as reflection on exams, and collective problem solving sessions were used throughout the course. Data were collected through pre and post-test methodology. The findings reveal that the formative assessment strategies used in this study led to significant learning gains for students. Our discussion focuses on implications for college science teaching and ways to change the culture of teaching in college science by reporting on a case where the teacher used formative assessment strategies in an effective manner.

This study investigated the effects of formative assessment strategies on students’ conceptual understanding in a freshmen college chemistry course in Turkey. Our sample consists of 96 students; 27 males, 69 females. The formative assessment strategies such as reflection on exams, and collective problem solving sessions were used throughout the course. Data were collected through pre and post-test methodology. The findings reveal that the formative assessment strategies used in this study led to significant learning gains for students. Our discussion focuses on implications for college science teaching and ways to change the culture of teaching in college science by reporting on a case where the teacher used formative assessment strategies in an effective manner.