On the Impact of Formative Assessment on Student Motivation, Achievement, and Conceptual Change

Autor/inn/en	Yin, Yue; Shavelson, Richard J.; Ayala, Carlos C.; Ruiz-Primo, Maria Araceli; Brandon, Paul R.; Furtak, Erin Marie; Tomita, Miki K.; Young, Donald B.
Titel	On the Impact of Formative Assessment on Student Motivation, Achievement, and Conceptual Change
Quelle	In: Applied Measurement in Education, 21 (2008) 4, S.335-359 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-7347
Schlagwörter	Classroom Techniques; Experimental Groups; Control Groups; Formative Evaluation; Science Achievement; Science Teachers; Questionnaires; Pretests Posttests; Instructional Effectiveness; Scientific Concepts; Student Motivation; Predictor Variables + Suchen Sie Ihr Suchwort? Klassenführung; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Fragebogen; Unterrichtserfolg; Schulische Motivation; Prädiktor
Abstract	Formative assessment was hypothesized to have a beneficial impact on students' science achievement and conceptual change, either directly or indirectly by enhancing motivation. We designed and embedded formatives assessments within an inquiry science unit. Twelve middle-school science teachers with their students were randomly assigned either to an experimental group (N = 6), provided with embedded formative assessment, or control group (N = 6). Teachers varied significantly as to their impact on student motivation, achievement, and conceptual change. But the impact of the formative assessment treatment on these outcomes was not statistically significant. Variation in both teachers' classroom management and the degree to which they used informal formative assessment, regardless of group, were conjectured as possible reasons for the absence of an overall formative assessment effect. (Contains 3 tables and 2 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10