The Relationship between Formative Assessment and Summative Assessment in Primary Grade Mathematics Classrooms

Autor/inn/en	Gezer, Tuba; Wang, Chuang; Polly, Andrew; Martin, Christie; Pugalee, David; Lambert, Richard
Titel	The Relationship between Formative Assessment and Summative Assessment in Primary Grade Mathematics Classrooms
Quelle	In: International Electronic Journal of Elementary Education, 13 (2021) 5, (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Gezer, Tuba) ORCID (Wang, Chuang) ORCID (Polly, Andrew) ORCID (Martin, Christie) ORCID (Pugalee, David) ORCID (Lambert, Richard)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1307-9298
Schlagwörter	Formative Evaluation; Summative Evaluation; Elementary School Mathematics; Mathematics Instruction; Elementary School Students; Primary Education; Mathematics Skills; Mathematics Achievement; Low Achievement; Computer Assisted Testing; Scores; Numeracy; Kindergarten; Grade 1; Grade 2; Computation + Suchen Sie Ihr Suchwort? Elementare Mathematik; Schulmathematik; Mathematics lessons; Mathematikunterricht; Primarbereich; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Mathmatics sikills; Mathematical ability; Unterdurchschnittliche Leistung; Rechenkompetenz; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02
Abstract	This study used hierarchical linear modeling to examine the relationship between an internet-based mathematics formative assessment and data from a mathematics summative assessment for primary grade learners (ages 5-7). Results showed a positive relationship between formative assessment data related to the concepts of counting and decomposing numbers and summative data. This relationship was more robust in classrooms where students demonstrated lower average performance on the formative assessment data. The results suggest that formative assessment can be more beneficial to encourage low achieving students in primary-grade mathematics classrooms. Therefore, we recommend teachers to use formative assessment practices more frequently in low achieved primary grade classrooms. The formative assessment process includes the cycle of data collection, data analysis, planning future instruction, and examining the impact of that instruction through cycling back to data collection. This study contributes to the field by providing more empirical data about the relationship between formative and summative assessment with primary grades' learners. (As Provided).
Anmerkungen	International Electronic Journal of Elementary Education. T&K Akademic Rosendalsvein 45, Oslo 1166, Norway. e-mail: iejee@iejee.com; Web site: https://www.iejee.com/index.php/IEJEE/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01