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ERIC Number: EJ812130
Record Type: Journal
Publication Date: 2008-Oct
Pages: 30
Abstractor: As Provided
Reference Count: 22
ISSN: ISSN-0895-7347
On the Fidelity of Implementing Embedded Formative Assessments and Its Relation to Student Learning
Furtak, Erin Marie; Ruiz-Primo, Maria Araceli; Shemwell, Jonathan T.; Ayala, Carlos C.; Brandon, Paul R.; Shavelson, Richard J.; Yin, Yue
Applied Measurement in Education, v21 n4 p360-389 Oct 2008
Given the current emphasis on conducting high-quality experimental studies, it is becoming increasingly important for researchers to accompany their studies with evaluations of the "fidelity of implementation" of the experimental treatments. This article compares the form and extent of an experimental treatment to student learning. The study involved six middle-school physical science teachers and their students. Videotaped lessons were coded according to their alignment with the treatment's intended structure and processes; results identified a 0.71 correlation between teachers' enactment of formative assessment and student learning. The article suggests that the results of the study may have been due, at least in part, to the failure of many of the experimental-group teachers to implement the treatment as intended. (Contains 8 figures, 10 tables and 2 footnotes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Adult Education; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A