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The impact of the Reading 3D program...

Cain, Michele Lee Willoughby.

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The impact of the Reading 3D program as a component of formative assessment.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The impact of the Reading 3D program as a component of formative assessment./
作者:	Cain, Michele Lee Willoughby.
面頁冊數:	70 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-03(E), Section: A.
Contained By:	Dissertation Abstracts International76-03A(E).
標題:	Reading instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3645412
ISBN:	9781321343991

The impact of the Reading 3D program as a component of formative assessment.
Cain, Michele Lee Willoughby.

The impact of the Reading 3D program as a component of formative assessment. - 70 p.

Source: Dissertation Abstracts International, Volume: 76-03(E), Section: A.

Thesis (Ed.D.)--Wingate University, 2014.

This capstone project analyzes the impact of the Reading 3D program as a component of formative assessment. The research focuses on a pilot and a non-pilot group of elementary schools who have been utilizing the Reading 3D program as a component of formative assessment. The pilot group began the implementation of the program and was studied over a three-year timeframe to analyze the correlation of the Reading 3D assessment to student achievement.

ISBN: 9781321343991Subjects--Topical Terms:

2122756
Reading instruction.

The impact of the Reading 3D program as a component of formative assessment.
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500 $a Adviser: Lloyd G. Wimberley, Jr.
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520 $a This capstone project analyzes the impact of the Reading 3D program as a component of formative assessment. The research focuses on a pilot and a non-pilot group of elementary schools who have been utilizing the Reading 3D program as a component of formative assessment. The pilot group began the implementation of the program and was studied over a three-year timeframe to analyze the correlation of the Reading 3D assessment to student achievement.
520 $a A sample of teachers, administrators, and instructional coaches from the pilot and non-pilot schools participated in a focus group to explain and reflect on their experiences with the Reading 3D program. Many institutions of higher learning utilize analyzing and reflection as a way to promote teaching and learning (Cochran-Smith, Varnatt, Friedman & Pine, 2009). The information provided by the participants provided relevant data related to student learning and formative assessment. The research yielded relevant themes throughout both focus groups and a central phenomenon of the written comprehension component of the Reading 3D assessment and the connection to literacy.
520 $a The data provided evidence that there are correlations within the study; however, there are some variances to the strength of the correlations between the different components of the Reading 3D program. The results were not remarkable and did not show a strong correlation to the Reading 3D assessments and the end-of-grade assessments. These findings encourage future research as other criteria have been implemented and more schools have implemented the Reading 3D program to continue to monitor the performance of students and the Reading 3D program.
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