The Effectiveness and Features of Formative Assessment in US K-12 Education: A Systematic Review

Autor/inn/en	Lee, Hansol; Chung, Huy Q.; Zhang, Yu; Abedi, Jamal; Warschauer, Mark
Titel	The Effectiveness and Features of Formative Assessment in US K-12 Education: A Systematic Review
Quelle	In: Applied Measurement in Education, 33 (2020) 2, S.124-140 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lee, Hansol) ORCID (Warschauer, Mark)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-7347
DOI	10.1080/08957347.2020.1732383
Schlagwörter	Student Evaluation; Formative Evaluation; Elementary Secondary Education; Effect Size; Educational Benefits; Mathematics; Art; Feedback (Response); Instructional Effectiveness; Self Evaluation (Individuals) + Suchen Sie Ihr Suchwort? Schulnote; Studentische Bewertung; Bildungsertrag; Mathematik; Arts; Kunst; Unterrichtserfolg
Abstract	In the present article, we present a systematical review of previous empirical studies that conducted formative assessment interventions to improve student learning. Previous meta-analysis research on the overall effects of formative assessment on student learning has been conclusive, but little has been studied on important features of formative assessment interventions and their differential impacts on student learning in the United States' K-12 education system. Analysis of the identified 126 effect sizes from the selected 33 studies representing 25 research projects that met the inclusion criteria (e.g., included a control condition) revealed an overall small-sized positive effect of formative assessment on student learning (d = 0.29) with benefits for mathematics (d = 0.34), literacy (d = 0.33), and arts (d = 0.29). Further investigation with meta-regression analyses indicated that supporting student-initiated self-assessment (d = 0.61) and providing formal formative assessment evidence (e.g., written feedback on quizzes; d = 0.40) via a medium-cycle length (within or between instructional units; d = 0.52) were found to enhance the effectiveness of formative assessments. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01