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ERIC Number: ED547026
Record Type: Non-Journal
Publication Date: 2012
Pages: 94
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2675-1749-4
The Impact of Formative Assessment on Students in a High Achieving Middle School
Toungette, William Thomas
ProQuest LLC, Ed.D. Dissertation, Trevecca Nazarene University
With the passage of the No Child Left Behind mandate, school systems clamored to ensure that all students showed academic growth. For schools with a high-achieving population, this could be a daunting task. This analysis examined the impact formative assessment had on student achievement in a high-achieving, middle school by measuring three variables. The researcher collected both quantitative and qualitative data to determine if significance existed between the control group and the treatment group. The sample was made up of 248 subjects. In addition, teacher attitude was also measured for insight. The findings of this study revealed mixed results. Some sub-populations within the sample showed significance, while others did not. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Middle Schools; Secondary Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001