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ERIC Number: EJ1137920
Record Type: Journal
Publication Date: 2017
Pages: 10
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0036-6803
The Influence of an Internet-Based Formative Assessment Tool on Primary Grades Students' Number Sense Achievement
Polly, Drew; Wang, Chuang; Martin, Christie; Lambert, Richard G.; Pugalee, David K.; Middleton, Catharina Win
School Science and Mathematics, v117 n3-4 p127-136 Mar-Apr 2017
This study examined primary grades students' achievement on number sense tasks administered through an Internet-based formative assessment tool, Assessing Math Concepts Anywhere. Data were analyzed from 2,357 students in teachers' classrooms who had participated in a year-long professional development program on mathematics formative assessment, 1,427 students from teachers who had participated in the program in the year prior, and 9,783 students whose teachers had not participated at all. Analyses indicated that all students in the treatment group demonstrated growth, and that student achievement was influenced by the number of times the assessment was used to collect data and make instructional decisions. Further, there was a relationship between districts' socioeconomic status and growth, meaning students from impoverished backgrounds grew more than their peers.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: Department of Education (ED)
Authoring Institution: N/A