The Effects of POWERSOURCE[C] Assessments on Middle-School Students' Math Performance

Autor/inn/en	Phelan, Julia C.; Choi, Kilchan; Niemi, David; Vendlinski, Terry P.; Baker, Eva L.; Herman, Joan
Titel	The Effects of POWERSOURCE[C] Assessments on Middle-School Students' Math Performance
Quelle	In: Assessment in Education: Principles, Policy & Practice, 19 (2012) 2, S.211-230 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0969-594X
DOI	10.1080/0969594X.2010.532769
Schlagwörter	Middle School Students; Mathematics Achievement; Mathematics Tests; Formative Evaluation; Student Evaluation; Control Groups; Experimental Groups; Comparative Analysis; Middle School Teachers; Faculty Development; Grade 6; Field Tests; Program Effectiveness; Arizona; California + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Schulnote; Studentische Bewertung; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; School year 06; 6. Schuljahr; Schuljahr 06; Praxisübung; Kalifornien
Abstract	This paper describes results from field testing of middle-school math formative assessments alongside professional development and instructional resources. We employed a randomised, controlled design to address the question: Does using our formative assessment strategies improve student performance on assessments of key mathematical ideas relative to a comparison group? This study also provided data on the instructional sensitivity of the assessments, which is part of the validation needed for formative assessments. Teachers were recruited from two districts and seven middle schools. Nineteen treatment and 17 comparison group teachers and their students were included in study analyses. Scores on extended response and short-answer questions indicated that students in the treatment group performed better than students in the comparison group who received the formative assessments alone. These findings demonstrate both the feasibility and value of including performance task-types in a brief assessment context. (Contains 5 tables and 3 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10