The Effect of Written Feedback on Formative Assessments on Students' Performance in a High School Mathematics Class
The Effect of Written Feedback on Formative Assessments on Students' Performance in a High School Mathematics Class

Author: Tammy L. Garber

Publisher: ProQuest

Published: 2008

Total Pages:

ISBN-13: 9780549924401

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In this study, the performance of students in an Honors Integrated Math Three course who received descriptive, written feedback on formative quizzes was compared with the performance of students who did not receive this feedback on these quizzes. The study employed a quasi-experimental nonequivalent group design in which the researcher taught two sections of this math course. One section was designated as the experimental group (n = 12) and the other was designated as the control group (n = 24). Data was collected via a pretest and posttest and was analyzed using quantitative and qualitative methods. For the quantitative data analysis, an ANOVA was performed on posttest overall mean scores and on the posttest mean scores of each learning goal of the instructional unit. The ANOVA revealed no statistically significant difference between the experimental and control groups' posttest scores. The qualitative data analysis in this study employed the constant comparative method, which involved the coding of both groups of students' responses on the posttest. Three themes appeared in the students' responses. One theme that evolved was that both groups were equally likely to not answer a question or to not provide an explanation in their responses on the posttest. This finding shows that the descriptive, written feedback on formative quizzes did not encourage the participants to take risks on tests. A second theme was that the descriptive, written feedback reduced the variation of the experimental group's responses on the posttest to more specific and focused answers. In particular, students in the experimental group were more likely to use mathematical language and algebraic explanations in their responses than the control group. The last theme was that students in the experimental group demonstrated a better understanding of the relationship between a function's domain and points of discontinuity than the control group. This finding indicates that the descriptive, written feedback influenced the participants' understanding of this relationship.

Using Feedback to Improve Learning
Using Feedback to Improve Learning

Author: Maria Araceli Ruiz-Primo

Publisher: Routledge

Published: 2017-10-19

Total Pages: 163

ISBN-13: 1317238222

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Despite feedback‘s demonstratively positive effects on student performance, research on the specific components of successful feedback practice is in short supply. In Using Feedback to Improve Learning, Ruiz-Primo and Brookhart offer critical characteristics of feedback strategies to affirm classroom feedback’s positive effect on student learning. The book provides pre- and in-service teachers as well as educational researchers with empirically supported techniques for using feedback as a part of formative assessment in the classroom.

Formative Assessment
Formative Assessment

Author: Margaret Heritage

Publisher: Corwin Press

Published: 2021-08-18

Total Pages: 183

ISBN-13: 1071813684

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Develop the knowledge and skills needed for successful formative assessment Formative assessment is a process used by teachers and students to keep learning moving forward. In the 10 years since the first edition of Formative Assessment was published, the practice has become a mainstay in classrooms, but that does not mean that it is easy. Education expert Margaret Heritage walks readers through every step of implementation and offers numerous examples that illustrate formative assessment practices across a range of subjects and grade levels. She explains how to articulate learning progressions, goals, and success criteria; select assessment strategies and provide quality feedback; engage students in self-assessment and self-management; and create an environment that values feedback as part of the learning process. Based on the latest research, this second edition addresses: College and career readiness standards, Common Core State Standards, and Next Generation Science Standards Equity and individual learning needs Discipline-based and student-centered formative assessment Social and emotional learning Written for teachers and those who support them, this book will help all educators develop the skills necessary to get students on the path to success.

How I Wish I'd Taught Maths
How I Wish I'd Taught Maths

Author: Craig Barton

Publisher:

Published: 2018

Total Pages: 451

ISBN-13: 9781943920587

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Brought to an American audience for the first time, How I Wish I'd Taught Maths is the story of an experienced and successful math teacher's journey into the world of research, and how it has entirely transformed his classroom.

How to Give Effective Feedback to Your Students, Second Edition
How to Give Effective Feedback to Your Students, Second Edition

Author: Susan M. Brookhart

Publisher: ASCD

Published: 2017-03-10

Total Pages: 154

ISBN-13: 141662306X

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Properly crafted and individually tailored feedback on student work boosts student achievement across subjects and grades. In this updated and expanded second edition of her best-selling book, Susan M. Brookhart offers enhanced guidance and three lenses for considering the effectiveness of feedback: (1) does it conform to the research, (2) does it offer an episode of learning for the student and teacher, and (3) does the student use the feedback to extend learning? In this comprehensive guide for teachers at all levels, you will find information on every aspect of feedback, including • Strategies to uplift and encourage students to persevere in their work. • How to formulate and deliver feedback that both assesses learning and extends instruction. • When and how to use oral, written, and visual as well as individual, group, or whole-class feedback. • A concise and updated overview of the research findings on feedback and how they apply to today's classrooms. In addition, the book is replete with examples of good and bad feedback as well as rubrics that you can use to construct feedback tailored to different learners, including successful students, struggling students, and English language learners. The vast majority of students will respond positively to feedback that shows you care about them and their learning. Whether you teach young students or teens, this book is an invaluable resource for guaranteeing that the feedback you give students is engaging, informative, and, above all, effective.

The Effect of Teacher-team Generated Formative Assessments on Student Writing Achievement Test Levels
The Effect of Teacher-team Generated Formative Assessments on Student Writing Achievement Test Levels

Author: Justin Michael Calhoun

Publisher:

Published: 2020

Total Pages: 102

ISBN-13:

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Formative assessment has been studied for the last 2 decades. Increased high-stakes accountability requirements have intensified the focus on preparing students to demonstrate increased achievement on end-of-course summative tests. Districts have turned to common formative assessments as a means to increase student achievement on end-of-course testing. Therefore, more study was needed to determine if common formative assessments lead to increased students’ achievement on summative writing assessments. This causal-comparative study examined two groups of eleventh-grade students to determine if any differences existed between student achievement scores on teacher-created formative assessments and common formative assessments created by teacher teams. Data were gathered from eight high schools that represented the entire population of Northeast Tennessee. A two-way analysis of variance (ANOVA) was used to analyze data, and findings indicated that statistically significant differences existed when common formative assessments were administered to eleventh-grade students.

Views and Beliefs in Mathematics Education
Views and Beliefs in Mathematics Education

Author: Benjamin Rott

Publisher: Springer

Published: 2018-12-14

Total Pages: 249

ISBN-13: 3030012735

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The book is made up of 21 chapters from 25 presentations at the 23rd MAVI conference in Essen, which featured Alan Schoenfeld as keynote speaker. Of major interest to MAVI participants is the relationship between teachers’ professed beliefs and classroom practice. The first section is dedicated to classroom practices and beliefs regarding those practices, taking a look at prospective or practicing teachers’ views of different practices such as decision-making, the roles of explanations, problem-solving, patterning, and the use of play. The focus of the second section in this book deals with teacher change, which is notoriously difficult, even when the teachers themselves are interested in changing their practice. The third section of this book centers on the undercurrents of teaching and learning mathematics, what rises in various situations, causing tensions and inconsistencies. The last section of this book takes a look at emerging themes in affect-related research. In this section, papers discuss attitudes towards assessment.

Inside the black box
Inside the black box

Author: Paul Black

Publisher: Granada Learning

Published: 1998

Total Pages: 24

ISBN-13: 9780708713815

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Offers practical advice on using and improving assessment for learning in the classroom.

Knowing What Students Know
Knowing What Students Know

Author: National Research Council

Publisher: National Academies Press

Published: 2001-10-27

Total Pages: 383

ISBN-13: 0309293227

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Education is a hot topic. From the stage of presidential debates to tonight's dinner table, it is an issue that most Americans are deeply concerned about. While there are many strategies for improving the educational process, we need a way to find out what works and what doesn't work as well. Educational assessment seeks to determine just how well students are learning and is an integral part of our quest for improved education. The nation is pinning greater expectations on educational assessment than ever before. We look to these assessment tools when documenting whether students and institutions are truly meeting education goals. But we must stop and ask a crucial question: What kind of assessment is most effective? At a time when traditional testing is subject to increasing criticism, research suggests that new, exciting approaches to assessment may be on the horizon. Advances in the sciences of how people learn and how to measure such learning offer the hope of developing new kinds of assessments-assessments that help students succeed in school by making as clear as possible the nature of their accomplishments and the progress of their learning. Knowing What Students Know essentially explains how expanding knowledge in the scientific fields of human learning and educational measurement can form the foundations of an improved approach to assessment. These advances suggest ways that the targets of assessment-what students know and how well they know it-as well as the methods used to make inferences about student learning can be made more valid and instructionally useful. Principles for designing and using these new kinds of assessments are presented, and examples are used to illustrate the principles. Implications for policy, practice, and research are also explored. With the promise of a productive research-based approach to assessment of student learning, Knowing What Students Know will be important to education administrators, assessment designers, teachers and teacher educators, and education advocates.