الملخص الإنجليزي
This study aimed to investigate the impact of AI-based formative assessment on
improving the academic achievement of eighth-grade female students in science and
their perceptions of the classroom assessment environment. The study employed a
quasi-experimental design with pre-test and post-test for a control group and an
experimental group. The sample consisted of 70 eighth-grade female students in
Muscat Governorate. An AI-based formative assessment was used for the experimental
group (n=34) for two units of the second semester, while the regular formative
assessment was used for the control group (n=36). To achieve the study's objectives,
two tools were used: first, a 15-item achievement test, whose psychometric properties
were verified through content validity, item analysis, and reliability using Cronbach's
alpha; second, a perceptions questionnaire about the classroom assessment
environment, adapted from Alkharusi (2011), which included two main domains:
learning-oriented assessment environment and performance-oriented assessment
environment, each containing 9 items. The psychometric properties of the
questionnaire were verified through content validity and reliability using Cronbach's
alpha. To test the study hypotheses, an independent samples t-test was used for the
achievement test, and multivariate analysis of variance was used for the perceptions
questionnaire. The results showed statistically significant differences in both academic
achievement and students' perceptions of the classroom assessment environment . For
the benefit of the experimental group. This indicates the positive impact of AI-based
formative assessment in raising the level of students' achievement in science, as well
as promoting an effective and stimulating classroom assessment environment for
students towards understanding and learning.
