ERIC Number: ED567844
Record Type: Non-Journal
Publication Date: 2015-Mar-1
Abstractor: As Provided
Reference Count: 76
Keeping Learning on Track: A Case-Study of Formative Assessment Practice and Its Impact on Learning in Meridian School District
Thum, Y. M.; Tarasawa, B.; Hegedus, A.; Yun, X.; Bowe, B.
Northwest Evaluation Association
In partnership with Joint School District 2 in Meridian, Idaho, this theory-driven study assessed the impact of Keeping Learning on Track® (KLT™), a professional development program pioneered by Dylan Wiliam and his colleagues at the Educational Testing Service (ETS). A team of Northwest Evaluation Association™ (NWEA™) researchers surveyed teachers and students over two academic years (2012-13, 2013-14) to examine which elements of the program, and under what conditions, we saw the greatest impact on 1) the use of formative assessment instructional practices in the classroom and, 2) changes in student achievement measures in reading and mathematics. Our results were generally positive. The findings suggest that KLT influenced teacher practices and student engagement over time. Teacher and student survey responses report successful adoption of the five key formative assessment strategies. Additionally, participants reported positive evaluations of their KLT experience and cited sharing experiences with their peers in learning communities as the most helpful aspect of the program. There was little direct evidence that KLT impacted student achievement over the course of the study. But, as many researchers have observed, professional development programs may take more time to show discernible progress in terms of student achievement outcomes. Thus, it could be too early to see measurable gains in student achievement. NWEA plans to continue its partnership with Meridian and track student growth in subsequent years to explore this possibility. Lastly, various aspects of KLT implementation that were measured did not appear to influence our conclusions about KLT in Meridian. We hope our findings help Meridian and other partner districts assess the value of their investment in KLT and inform recommendations to improve the program and its delivery to improve student engagement and learning. The following are appended: (1) Tables and Figures; (2) Teacher, Teacher Leader, and Administrator Survey; and (3) Student Survey.
Descriptors: Case Studies, Formative Evaluation, Academic Achievement, School Districts, Professional Development, Program Effectiveness, Outcomes of Education, Partnerships in Education, Evidence, Research Design, Program Implementation, Measures (Individuals), Mathematics Achievement, Reading Achievement, Statistical Analysis, Teacher Surveys, Student Surveys, Models, Fidelity, Learner Engagement, Factor Analysis
Northwest Evaluation Association. 121 NW Everett Street, Portland, OR 97209. Tel: 503-624-1951; Fax: 503-639-7873; Web site: http://nwea.org
Publication Type: Reports - Research; Tests/Questionnaires
Education Level: N/A
Authoring Institution: Northwest Evaluation Association
Identifiers - Location: Idaho