NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1152545
Record Type: Journal
Publication Date: 2017-Aug
Pages: 18
Abstractor: As Provided
ISSN: ISSN-1874-8597
Criteria-Referenced Formative Assessment in the Arts
Chen, Fei; Lui, Angela M.; Andrade, Heidi; Valle, Christopher; Mir, Hirah
Educational Assessment, Evaluation and Accountability, v29 n3 p297-314 Aug 2017
The purpose of this study was to examine the effect of criteria-referenced formative assessment on achievement in the arts. Seventy-five schools in New York City were assigned to either the treatment or control condition. The treatment involved 3195 elementary, middle, or high school students instructed by 43 music, visual arts, theater, or dance teachers. The teachers were involved in a professional development program focused on formative assessment practices, particularly criteria-referenced peer and self-assessment. The control group consisted of 2445 students in classes instructed by 32 teachers who did not receive the professional development. Discipline-specific, performance-based pre- and post-measures were used to evaluate student learning. Fidelity of implementation was examined before the analysis of the treatment effect. Propensity score matching analysis was used to examine group differences in performance on the post-assessment. Results based on a sample of 611 matched pairs of students showed that, overall, criteria-referenced formative assessment had a statistically significant, positive effect (d = 0.26) on students' arts achievement.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York (New York)
Grant or Contract Numbers: N/A