The Effect of Different E- formative Evaluation methods (Tests/ portfolios) on developing programming skills among high school students

The study aimed to determine the effect of different methods of electronic formative assessment (tests/achievement file) on developing the cognitive and performance aspects of programming skills in the Python language for secondary school students. Descriptive, analytical and experimental research methods were used. The study population included all first-year secondary school students in government schools affiliated with the Department of Education in Al-Rass Governorate, in the Qassim region. From there, the sample was selected by a simple random method from the students of King Faisal School, consisting of (30) students distributed equally into two groups. Two experiments (electronic test set, completion files set). To collect data, tools prepared by the researcher were used: a test for the cognitive aspect of programming skills in the Python language, a note card for the performative aspect of programming skills, and a product evaluation card. The experimental treatment included teaching with two electronic formative assessment methods (tests/achievement file). The results showed that there were no statistically significant differences between the average scores of students in the experimental groups in the post-application of the achievement test for the cognitive aspect of programming skills, due to the effect of the difference in electronic formative assessment methods (tests, achievement file). The results also revealed an impact (from medium to large) of the difference in electronic formative assessment methods (tests/accomplishment file) on the performance aspect of programming skills measured by the note card and the product evaluation card (as a total score and sub-skills) in favor of the achievement file.
Keywords: formative assessment, electronic assessment, programming in Python, secondary school students.