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The impact of criteria-referenced fo...

Chen, Fei.

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The impact of criteria-referenced formative assessment on fifth grade students' theater arts and English language arts achievement.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The impact of criteria-referenced formative assessment on fifth grade students' theater arts and English language arts achievement./
作者:	Chen, Fei.
面頁冊數:	147 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.
Contained By:	Dissertation Abstracts International76-09A(E).
標題:	Educational psychology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3701146
ISBN:	9781321716252

The impact of criteria-referenced formative assessment on fifth grade students' theater arts and English language arts achievement.
Chen, Fei.

The impact of criteria-referenced formative assessment on fifth grade students' theater arts and English language arts achievement. - 147 p.

Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.

Thesis (Ph.D.)--State University of New York at Albany, 2015.

This item must not be sold to any third party vendors.

The purpose of this study was to examine the effects of criteria-referenced formative assessment (CRFA) on elementary students' achievement in theater arts and the transfer effect of the treatment on English language arts (ELA) achievement. The role of gender and task type in moderating the treatment-achievement relationship was also explored. The analytical sample included 520 fifth-grade students from thirteen classes who participated in the Arts Achieve project. Selection bias in treatment assignment was adjusted with propensity score analysis (Rosenbaum & Rubin, 1983) for the purposes of obtaining asymptotically unbiased estimates of treatment effects.

ISBN: 9781321716252Subjects--Topical Terms:

517650
Educational psychology.

The impact of criteria-referenced formative assessment on fifth grade students' theater arts and English language arts achievement.
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245 1 4 $a The impact of criteria-referenced formative assessment on fifth grade students' theater arts and English language arts achievement.
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500 $a Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.
500 $a Adviser: Heidi Andrade.
502 $a Thesis (Ph.D.)--State University of New York at Albany, 2015.
506 $a This item must not be sold to any third party vendors.
520 $a The purpose of this study was to examine the effects of criteria-referenced formative assessment (CRFA) on elementary students' achievement in theater arts and the transfer effect of the treatment on English language arts (ELA) achievement. The role of gender and task type in moderating the treatment-achievement relationship was also explored. The analytical sample included 520 fifth-grade students from thirteen classes who participated in the Arts Achieve project. Selection bias in treatment assignment was adjusted with propensity score analysis (Rosenbaum & Rubin, 1983) for the purposes of obtaining asymptotically unbiased estimates of treatment effects.
520 $a It was found that classroom-based CRFA had varied effects on different theater arts learning outcomes with respect to both the magnitude and the direction of the effect. Specifically, the CRFA had a notable positive effect (d=.25) on students' achievement on performance tasks, but no significant effect on students' performance on the analytical constructed response task or the theater vocabulary multiple-choice items. There was no evidence of any effect of gender, nor was there a transfer effect of the treatment on students' achievement on the New York State standardized ELA test.
520 $a This study contributes to the formative assessment literature by pioneering the investigation of the effect of CRFA within the educational context of theater arts learning, with a consideration of the role of factors that might influence the efficacy of CRFA such as gender and task type. Despite the relatively rigorous design and analysis, the findings of the study should be interpreted and generalized with caution given its limitations.
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