ممارسات معلمو العلوم في تطبيق التقييم التكويني : مراجعة منهجية للممارسات، والفاعلية، والتحديات
This systematic review aims to explore science teachers' practices in implementing formative assessment and study its effectiveness in reducing the teaching burden associated with curriculum density and time constraints, in addition to analyzing the challenges facing teachers in using it. The current study followed PRISMA guidelines for reviewing studies published in 2015-2024, where 21 studies met the specific criteria for selection, including studies containing the following keywords: "formative assessment", "science education", and the target group being school students and science teachers, and the language of publication being Arabic and English. The results showed that science teachers use a variety of formative practices such as immediate feedback, use of technological resources, and self assessment with peer assessment, which enhances students' conceptual understanding. The studies also revealed that formative assessment reduces the pressure of curriculum density and time constraints by integrating it with the Next Generation Science Standards and supporting self-learning. However, the review revealed major challenges that hinder effective implementation, including lack of professional training, weak integration with technology due to lack of resources, and the intensity of educational work. The review recommends the development of comprehensive teacher training programmes and the promotion of the use of technology to support the teaching process. This review highlights the pivotal role of formative assessment in enhancing the quality of science education, while pointing out research gaps such as the lack of longitudinal studies and the lack of research directed at the primary stage. The study calls for continued research and development in this area to ensure more effective and sustainable teaching in line with modern educational needs. (Published abstract)