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ERIC Number: EJ1067283
Record Type: Journal
Publication Date: 2013
Pages: 12
Abstractor: As Provided
Reference Count: 32
ISSN: ISSN-0894-3907
Using Formative Assessment and Metacognition to Improve Student Achievement
Hudesman, John; Crosby, Sara; Flugman, Bert; Issac, Sharlene; Everson, Howard; Clay, Dorie B.
Journal of Developmental Education, v37 n1 p2-4, 6-8, 10, 12-13 Fall 2013
This paper describes a multistep Enhanced Formative Assessment Program (EFAP) that features a Self-Regulated Learning (SRL) component. The program, which teaches students to become more effective learners, has been applied in a wide range of academic disciplines. In this paper we report on how the EFAP-SRL model can be applied to the area of developmental mathematics. In a 3-year series of studies, EFAP-SRL students enrolled in associate degree developmental mathematics courses consistently earned higher pass rates in the course as well as higher pass rates on the mathematics portion of the ACT. In addition, there is some evidence that program students transferred this learning into subsequent college-level mathematics courses.
National Center for Developmental Education. Appalachian State University, P.O. Box 32098, Boone, NC 28608-2098. Tel: 828-262-3057; Fax: 828-262-7183; Web site:
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Two Year Colleges; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: ACT Assessment