A Case Study of Using Test-Enhanced Learning as a Formative Assessment in High School Mathematics

Autor/inn/en	Szeibert, Janka; Muzsnay, Anna; Szabó, Csaba; Bereczky-Zámbó, Csilla Gyöngyvér
Titel	A Case Study of Using Test-Enhanced Learning as a Formative Assessment in High School Mathematics
Quelle	In: International Journal of Science and Mathematics Education, 21 (2023) 2, S.623-643 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Szeibert, Janka)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-022-10264-8
Schlagwörter	Mathematics Tests; Testing; Mathematics Achievement; Achievement Gap; Student Evaluation; Formative Evaluation; High School Students; Vocational High Schools; Private Schools; Scores; Urban Schools; Disadvantaged Schools; Retention (Psychology) + Suchen Sie Ihr Suchwort? Testdurchführung; Testen; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Schulnote; Studentische Bewertung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Private school; Privatschule; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Merkfähigkeit
Abstract	Retrieving information from memory can--under many circumstances--strengthen one's memory of the retrieved information itself. The strategic use of retrieval to enhance memory and help long-term retention is known as retrieval practice. However, it is unclear whether its effect also holds true in the case of learning mathematics. This research is an exploratory case study, where we test a method-- using test-enhanced learning as formative assessment--in a high-needs vocational school. Since the literature on how this method works in classroom settings in mathematics is limited, the purpose of our case study was to get a better view and to lay the groundwork for further experiments. The experimental group and one of the control groups were from the vocational school, while the other control group was from an elite grammar school. On the final test members of the experimental group outscored their schoolmates and reached statistically the same scores as the control group from the elite grammar school. By means of the method, we were able to reduce the performance gap in long-term retention between students from the elite grammar school and students from the urban high-needs school. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01