Experimental Impacts of Learning Trajectory-Oriented Formative Assessment on Student Problem-Solving Accuracy and Strategy Sophistication

Autor/inn/en	Supovitz, Jonathan A.; Ebby, Caroline B.; Remillard, Janine T.; Nathenson, Robert
Titel	Experimental Impacts of Learning Trajectory-Oriented Formative Assessment on Student Problem-Solving Accuracy and Strategy Sophistication
Quelle	In: Journal for Research in Mathematics Education, 52 (2021) 4, S.444-475 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-8251
Schlagwörter	Accuracy; Problem Solving; Mathematics Instruction; Formative Evaluation; Multiplication; Thinking Skills; Student Evaluation; Learning Processes; Program Evaluation; Division; Teaching Methods; School Districts; Elementary School Teachers; Elementary School Students; Scoring; Mathematics Tests; Comparative Analysis; Learning Strategies; Outcomes of Education; Pennsylvania (Philadelphia) + Suchen Sie Ihr Suchwort? Problemlösen; Mathematics lessons; Mathematikunterricht; Multiplikation; Denkfähigkeit; Schulnote; Studentische Bewertung; Learning process; Lernprozess; Programme evaluation; Programmevaluation; Teaching method; Lehrmethode; Unterrichtsmethode; School district; Schulbezirk; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Bewertung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Lernleistung; Schulerfolg
Abstract	In this article, we use a two-dimensional assessment to examine the experimental impacts of a mathematics learning trajectory-oriented formative assessment program on student strategies for problems involving multiplication and division. Working from the theory that the development of students' multiplicative reasoning involves improvements in both problem-solving accuracy and sophistication of strategies used to solve problems, we designed an assessment instrument to measure both dimensions of student learning. The instrument was used to measure the impact of the Ongoing Assessment Project (OGAP), which develops teachers' capacity to regularly assess student thinking in relation to a learning progression to develop instructional responses that are based on evidence of student thinking. The results showed significant impacts of OGAP on both students' problem-solving accuracy and the sophistication of their strategy. The findings suggest that capturing both dimensions of students' multiplicative reasoning offers important information for researchers and program designers who seek to understand different dimensions of student mathematics performance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01