Effectiveness of a formative assessment initiative on student achievement in eighth grade math.

摘要

Any assessment data used that modifies teaching to enhance ongoing learning is a formative assessment (Black, Harrison, Lee, Marshall, & William, 2004). Formative assessments are ungraded processes that provide students and teachers with relevant feedback focused on student processes and providing alternate learning strategies to assist with student misconceptions (Stewart, 2011). Formative assessment is more than a test or worksheet. There are other portions linked to a successful formative assessment initiative that are critical to the success of student learning. Grading, self and peer assessment, feedback, and classroom questioning techniques are vital to the success of formative assessment (Stewart, 2011). Many studies have affirmed that a strong formative assessment practice will produce significant student achievement gains. Most of all, formative assessments improve the learning of low achievers (Black & William, 1998). This study aimed to research the effects of a formative assessment initiative on student achievement and growth in eighth grade math. This study used a quasi-experimental design. This design included a pre-post test with both a experimental group and a control group. In School A, the teachers of the students were involved in formative assessment professional development training. In School B, the teachers of the students were not involved in formative assessment professional development training. Data were analyzed using the Statistical Package for Social Science (SPSS) program. An independent t-test was performed to analyze the differences in student achievement and a chi-square test was performed to analyze the differences in student growth.;Key words: formative assessment, grading, self and peer assessment, classroom questioning, and feedback.