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ERIC Number: EJ934894
Record Type: Journal
Publication Date: 2011
Pages: 10
Abstractor: As Provided
Reference Count: 22
ISBN: N/A
ISSN: ISSN-0022-0671
Differential Improvement in Student Understanding of Mathematical Principles following Formative Assessment Intervention
Phelan, Julia; Choi, Kilchan; Vendlinski, Terry; Baker, Eva; Herman, Joan
Journal of Educational Research, v104 n5 p330-339 2011
The authors describe results from a study of a middle school mathematics formative assessment strategy. They employed a randomized, controlled design to address the following question: Does using our strategy improve student performance on assessments of key mathematical ideas relative to a comparison group? Eighty-five teachers and 4,091 students were included. Students took a pretest and a transfer measure at the end of the year. Treatment students completed formative assessments. Treatment teachers had exposure to professional development and instructional resources. Results indicated students with higher pretest scores benefited more from the treatment compared to students with lower pretest scores. In addition treatment students significantly outperformed control students on distributive property items. This effect was larger as pretest scores increased. Results, limitations, and future directions are discussed. (Contains 7 tables and 5 figures.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
IES Cited: ED544681