The impact of formative assessment data to improve classroom instruction and 3rd grade achievement in mathematics, reading, and language arts utilizing the Renaissance Learning Assessment System.

摘要

The purpose of this research study was to investigate teachers' perceptions of the usefulness of formative assessment data to improve elementary classroom instruction and student achievement by implementing the Renaissance Learning Assessment System in the areas of reading, language arts, and mathematics. The participants in the study were 3rd grade teachers in a West Tennessee school district who administered the Renaissance Learning StandardsMaster formative assessments in the areas of reading, language arts, and mathematics. The results indicated that overall, the teachers were satisfied with the Renaissance Learning Formative Assessment System. Over 70% of the respondents agreed that the assessment system initiated changes in instructional strategies within their classrooms in the areas of reading, mathematics, and language arts. A one-way multivariate analysis of variance (MANOVA) was conducted to determine the affects of teachers' perceptions of the Renaissance Learning Formative Assessment System on student achievement. A positive mean score (M = 5.15) revealed a gain in classroom achievement as a result of changing instructional strategies due to the implementation of the Renaissance Learning Formative Assessment System. The research study revealed that feedback was a vital component for successful utilization of the Renaissance Learning Formative Assessment System. Feedback to parents regarding student achievement was noted as a major benefit of the system. As a result of utilizing this system, respondents reflected that they were able to embark upon a self-evaluation of teaching strategies and adjust as necessary. Finally, the finding indicated that the majority of the respondents affirmed that the Renaissance Learning Formative Assessments were forecasters for student performance on the end of the year Tennessee high stakes summative assessment.