شبكة المعلومات العربية التربوية

This study aimed to identify the impact of using E- formative assessment in teaching on critical thinking among 10th-grade students in Islamic Education subject in Jordan. To achieve the study’s goal, the quasi-experimental approach with two groups was followed. The researchers developed an e-formative assessment-based teaching program and used the California Critical Thinking Skills Test. The sample of the study consisted of (100) male students selected intentionally and assigned randomly to two groups; the control group including (48) students taught with the regular teaching method and the experimental group including (52) students taught based on the e-formative assessment method. The results indicated the superiority of the experimental group over the control group, which is indicated by the value of the Eta square for the for the induction skill (48.20%), for the Inference skills (46.60%), for deduction skill (40.10%), for evaluation skills (37.80%) and for the analysis skill (35.40%). (Published abstract)