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ERIC Number: ED549206
Record Type: Non-Journal
Publication Date: 2012
Pages: 148
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2673-6655-9
Teacher Effectiveness in the Formative Use of a Mathematical Assessment
Collette, Lisa Audrey
ProQuest LLC, Ed.D. Dissertation, Northern Arizona University
In current research literature, formative assessment has been identified as having the potential for tracking student progress to ensure high-stakes test preparedness. Formative assessment has several shades of meaning. This study defines it as an ongoing process that utilizes all of the moment-by-moment day-by-day pieces of data that can be collected through listening to students, observing them and reviewing the various products of their work. Black and Wiliam have found that teachers who appear to be the most effective at using formative assessment include the following three elements in their practice: (1) the use of student data to measure the gap between student learning and some reference level, (2) the provision of specific, focused feedback, and (3) instructional adjustments based on student data. This study sought to determine if a sample of grade 7 mathematics teachers were more or less effective at using the three key elements of formative assessment. The results indicate that these teachers were more effective at identifying the mathematical concepts used in a mathematics formative assessment, recognizing student misconceptions, and providing specific feedback to correct student misconceptions, but they were less effective at determining next instructional steps. This has possible implications for the design of professional development in formative assessment and for teacher preparation programs. [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: Grade 7; Middle Schools; Secondary Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A