Chemistry tutors are implementing formative assessments in the form of topical tests with the purpose of gathering data to improve instruction and student achievement. The tests are commonly administered at the end of every topic to monitor student progress toward yearly accountability goals.

Objective. To explore whether implementation of topical test would increase learning, reflected in better academic achievement. Another purpose of this study is to investigate the ways in which topical test data can be used effectively as formative assessment and to discover student’s perception of administering topical test.

Problem Statement. Tutors in Brunei schools are pressurised to provide summative academic information to evaluate school efficacy and track learning. All schools already integrated summative assessment into their established tracking structure with tutors being requested to provide academic accomplishment each term. This evaluation manner intensifies the unfavourable messages that under achievers discern about their deficit in accomplishment in comparison to others. Assessment would not have such consequence on students if tutors embed formative assessment into their classroom practice, which supports learning instead of judging accomplishment.

Scope. The research outcomes are limited by the nature of the study and process of data collection. Sampling is confined to one school; hence findings is somewhat restricted to this school and tutors. The study also acknowledged the small sample.

Literature Review. Black and Wiliam (1998b) argued that formative assessment, when suitably exercised during lessons, would enable learners to learn what is being delivered to a significantly better standard. There are evidence that formative assessment amid a course increases students’ performance on summative exam (Tanck, Hannink, van Kuppeveld, Bolhuis, & et al., 2013). Karpicke and Roediger (2008) reported that repeatedly spaced assessment generated positive outcomes on knowledge retention, while repeated studying had no impact. Kibble (2007) found that learners who took optional formative online quizzes during a course indicated better results on summative exams compared with learners who decline to take the quizzes.

Methodology. The methodology deemed most appropriate to the goal of investigating the efficiency of topical test was a mixed method design. Data was obtained from semi-structured interviews, online questionnaire and secondary data. Seven chemistry tutors were recruited on a voluntary basis and a sample of graduating ’A’ Level students were studied.

Findings. The relationship between frequency of administering topical tests and students’ percentage passes in ’A’ level exam was explored using Spearman’s rho test. There was a small positive correlation between the two variables, r = 0.26, N = 6, p = 0.623. Having said this, there is no correlation between prevalence of administering topical tests and students’ achievement. No statistically significant relationship (p> 0.05) could be found between conducting the formative test with students’ academic performance.

Table 1 exhibited tutors describing using topical test results formatively to identify instructional deficiency which may lead to teaching adjustments.

Table 1. Ways Tutors use Topical Test Data Formatively

Ways

%

Rank

Tell which areas of improvements are needed

44.4

1

For reteaching

33.3

2

To monitor the performance of the students

11.1

3

To give feedback to students

11.1

3

 

Total

100

 

 

Figure 1 depicted students’ view on conducting topical tests which generally inclined towards positive perceptions.

 

Figure 1 Students’ perception of topical test

Conclusion. The findings of this research showed that there is no relationship between student academic accomplishment and topical test. Effective teaching cannot be measured by either implementing regular diagnostic test or applying “best practices†only. While majority tutors agreed the data presented by topical tests is useful in identifying students' shaky content areas, the degree to which this information was employed further to enhance learning was obscure. On a different note, students’ view on conducting topical tests: generally inclining towards positive perceptions.