Log in
|
Help
|
English

English

Engish-Pirate

한국어

Search

Advanced Search

Find results with:

Add another field

Search by date

to

Searching collections:

CCSU Theses and Dissertations

Add or remove collections

Home Effect of Formative Assessment on Achievement in Mathematics

Reference URL

Share

Add tags

Comment

Rate

To link to this object, paste this link in email, IM or document

To embed this object, paste this HTML in website

Effect of Formative Assessment on Achievement in Mathematics

View Description

Download

small (250x250 max)

medium (500x500 max)

large ( > 500x500)

Full Resolution

Print

you wish to report:

Your comment:

Your Name:

Submit

Cancel

...

Back to top

Powered by CONTENTdm®

Select the collections to add or remove from your search

A

B

C

D

E

F

G

H

I

J

K

L

M

N

O

P

Q

R

S

T

U

V

W

X

Y

Z

Select All Collections

C

CCSU Student Publications

CCSU Theses and Dissertations

G

GLBTQ Archives

M

Modern Language Oral Histories

O

O'Neill Archives Oral Histories

P

Polish American Pamphlets

T

Treasures from the Special Collections

V

Veterans History Project

OK

Cancel

Identifier	Thesis 2005
Author	Kozlak, Jonathan Michael
Title	Effect of Formative Assessment on Achievement in Mathematics
Publisher	Central Connecticut State University
Date	2009
Resource Type	Master's Thesis
Notes	The use of formative assessment has come to the forefront as a means of enhancing student achievement in mathematics. The hallmarks of formative assessment are questioning, immediate feedback to teachers and students, peer-review, task-focused goals, along with other strategies that help educators adjust teaching techniques to further enhance student learning and achievement (Brookhart, 1995, Fuchs, Fuchs, Phillips, Hamlett, & Karns, 1995, Anderman & Maehr, 1994, Marzano, 2007). This thesis attempts to determine the effectiveness of a system of formative assessments in comparison with the effectiveness of a system of traditional summative assessments on the achievement of students on unit exams. The experiment was conducted over two units of study in two Algebra II classes, with the same instructor, in a public high school in a high-performing district in Connecticut. One class was used as a Control Class and the other class as an Experimental Class. The two classes were determined to be comparable by statistical analysis of the mean scores on a pretest given before the two-unit study began. During the two units, which addressed systems of linear equations and quadratic functions, each class was given a series of quizzes. The Control Class was not given feedback, other than grades, on these quizzes. The Experimental Class was exposed to various forms of formative assessment as part of the quizzes. The formative assessment strategies used with the Experimental Class were oral and visual feedback, written feedback, peer-evaluation and peer-feedback, and using quizzes as task-focused learning tools. The effectiveness of the formative assessment used was determined by statistical analysis of the unit tests given at the conclusion of the units. Also, each form of formative assessment was analyzed for effectiveness. Two-sample t-tests were used to determine if there were statistically significant differences in the mean scores of the students in each of the classes. It was concluded, by statistical analysis, that the mean score for the Experimental Class was greater, at a statistically significant level, on the second unit test (quadratic functions) and the combined test scores for both units. Additionally, the use of peer-evaluation and peer-feedback as a form of formative assessment was shown to have produced greater achievement results, at a statistically significant level, for the Experimental Class.
Subject	Mathematics -- Study and teaching (Secondary) Academic achievement -- Evaluation Educational tests and measurements
Department	Department of Mathematical Sciences
Advisor	Halloran, Philip P
Type	Text
Digital Format	application/pdf
Language	eng
OCLC number	713734017
Rating

Find results with:

Searching collections:

Home Effect of Formative Assessment on Achievement in Mathematics

Effect of Formative Assessment on Achievement in Mathematics

Description

Tags

Comments