Literaturnachweis - Detailanzeige
| Autor/in | Cooper, Tara |
|---|---|
| Titel | Formative Assessment as a Verb: Measuring the Impact of the Formative Assessment Process on Student Achievement and Growth in Mathematics |
| Quelle | (2022), (125 Seiten)
PDF als Volltext Ed.D. Dissertation, Doane University |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 979-8-3776-3885-8 |
| Schlagwörter | Hochschulschrift; Dissertation; Formative Evaluation; Teacher Collaboration; Faculty Development; Mathematics Achievement; Elementary School Teachers; Elementary School Students; Mathematics Instruction; Measures of Academic Progress |
| Abstract | The research is clear; the formative assessment process positively impacts student achievement. However, it is a complex process which is often implemented unsuccessfully in classrooms. Teachers lack a true understanding of how to use formative assessments techniques to make instructional adjustments in a continuous and ongoing manner through the instruction cycle. This study sought to provide training materials, resources and additional PLC time for collaboration in an effort to support teachers' increased use of the formative assessment process. The purpose of this quantitative study was to examine the impact of teachers' use of the formative assessment process on student achievement and growth in mathematics. Student achievement data measured through unit math assessments and students' conditional growth index (CGI) as measured by Northwest Evaluation Association (NWEA) Measures of Academic Progress assessment (MAP) were analyzed to compare a treatment and control group. Teachers from three elementary schools in the western quadrant of a suburban, midwestern school district were chosen for participation in this study. Participants in one school, the treatment group, were provided formative assessment training materials and resources and additional time for PLC conversations. Their student achievement and growth data were compared to two other schools, the control group. Independent samples t-tests were conducted to determine if statistically significant differences existed in cumulative mean unit math assessment scores and/or conditional growth index scores from fall to winter between the treatment and control group. Pearson correlation coefficients were computed to determine if a relationship existed between the number of times formative assessment techniques were used and the number of instructional adjustments were made on student achievement and growth in mathematics. No significant relationships were found to exist. Based on the findings, recommendations for further research to be conducted have been included. While the previous research is clear formative assessment matters, additional work must be done for teachers to implement the complex process in a manner in which student achievement and growth are positively impacted. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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