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The effects of formative assessment ...

Clark, Kerry Patrick.

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The effects of formative assessment instructional practices on student academic growth and achievement.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	The effects of formative assessment instructional practices on student academic growth and achievement./
Author:	Clark, Kerry Patrick.
Description:	102 p.
Notes:	Source: Dissertation Abstracts International, Volume: 74-09(E), Section: A.
Contained By:	Dissertation Abstracts International74-09A(E).
Subject:	Education, Leadership. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3562119
ISBN:	9781303095894

The effects of formative assessment instructional practices on student academic growth and achievement.
Clark, Kerry Patrick.

The effects of formative assessment instructional practices on student academic growth and achievement. - 102 p.

Source: Dissertation Abstracts International, Volume: 74-09(E), Section: A.

Thesis (Ed.D.)--Northern Arizona University, 2013.

The purpose of this study was to determine the effect that a formative instructional and assessment program had on student academic growth and achievement. Students from the treatment school, which implemented a formative instructional and assessment program, were compared to students from ten non-treatment schools with similar demographics and geographic locale. Two separate ANOVAs were used to evaluate academic growth and achievement. The first ANOVA compared mean scores for 91 students from the treatment school with 94 students from the comparison schools for AIMS reading and math. The analysis revealed that the AIMS reading and math mean scores were significantly higher for the treatment school than the comparison schools. The second ANOVA compared mean scores for the 77 students from the treatment school with 80 students from the comparison schools for student growth percentiles (SGPs), a new achievement measure, in math and reading. Results indicated that the treatment school students overall had significantly better SGPs than comparison students. Two major conclusions emerged from the predicted achievement area of this study. First, schools that use formative assessment instructional practices will have higher AIMS test scores than non-formative assessment comparison schools. Second, schools that use formative assessment instructional practices will have higher student growth than non-formative assessment comparison schools.

ISBN: 9781303095894Subjects--Topical Terms:

1035576
Education, Leadership.

The effects of formative assessment instructional practices on student academic growth and achievement.
LDR:02375nam a2200277 4500 001 1962454
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020 $a 9781303095894
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100 1 $a Clark, Kerry Patrick. $3 2098534
245 1 4 $a The effects of formative assessment instructional practices on student academic growth and achievement.
300 $a 102 p.
500 $a Source: Dissertation Abstracts International, Volume: 74-09(E), Section: A.
500 $a Advisers: Gary Emanuel; Mary Dereshiwsky.
502 $a Thesis (Ed.D.)--Northern Arizona University, 2013.
520 $a The purpose of this study was to determine the effect that a formative instructional and assessment program had on student academic growth and achievement. Students from the treatment school, which implemented a formative instructional and assessment program, were compared to students from ten non-treatment schools with similar demographics and geographic locale. Two separate ANOVAs were used to evaluate academic growth and achievement. The first ANOVA compared mean scores for 91 students from the treatment school with 94 students from the comparison schools for AIMS reading and math. The analysis revealed that the AIMS reading and math mean scores were significantly higher for the treatment school than the comparison schools. The second ANOVA compared mean scores for the 77 students from the treatment school with 80 students from the comparison schools for student growth percentiles (SGPs), a new achievement measure, in math and reading. Results indicated that the treatment school students overall had significantly better SGPs than comparison students. Two major conclusions emerged from the predicted achievement area of this study. First, schools that use formative assessment instructional practices will have higher AIMS test scores than non-formative assessment comparison schools. Second, schools that use formative assessment instructional practices will have higher student growth than non-formative assessment comparison schools.
590 $a School code: 0391.
650 4 $a Education, Leadership. $3 1035576
650 4 $a Education, Instructional Design. $3 1669073
690 $a 0449
690 $a 0447
710 2 $a Northern Arizona University. $b Educational Leadership. $3 2092055
773 0 $t Dissertation Abstracts International $g 74-09A(E).
790 $a 0391
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792 $a 2013
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856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3562119