The role of the content of textbooks and teacher's guides in the formative assessment process of physics classrooms of the second year of high school

Document Type : Research Paper

Authors

1 Phd student in curriculum in Kharazmi university

2 Associate Professor and member of the Faculty of Educational Sciences, Kharazmi University, Tehran, Iran

3 Assistant professor and faculty member of the Faculty of Educational Sciences, Kharazmi University

4 Associate professor and member of the faculty of the Faculty of Educational Sciences, Kharazmi University

Abstract

Formative assessment, as one of the teaching processes, plays an important role in student learning.
Unfortunately, many teachers neglect its proper implementation for various reasons, one of the most
Important reasons being the role of textbooks. Given the importance of optimal physics teaching and
formative assessment in classrooms, this study aims to investigate the role of physics textbooks and
teacher guidebooks in addressing this crucial topic. The method used in this research is qualitative and
quantitative content analysis, carried out using Atlas.ti software for qualitative analysis, followed by
numerical calculations . The research informants are
the physics textbooks for the 2021-2022 academic year in both the experimental sciences and
mathematics and physics disciplines, as well as the physics teacher guidancebooks.
The results of the analyses indicate that the high number of end-of chapter exercises, the lack of
medium and difficult examples, the unclear objectives and expectations at the beginning of
each chapter, the absence of rubrics and conceptual diagrams and
practical scientific projects are among the issues in textbooks. It seems that the main problem
hindering the effective implementation of formative assessment is the high volume of
textbook content and exercises compared to the limited time allocated to this subject.

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