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Formative Assessment: Benefit For All
Title
Formative Assessment: Benefit For All.
Creator
Wallace, William, Dixon, Juli, Dieker, Lisa, Andreasen, Janet, University of Central Florida
Abstract / Description
This study investigated how formative assessment implemented in a fifth grade mathematics classroom with a student response system and a student self-evaluative tool affected student self-assessment. Data were collected through individual student and focus group interviews, self-assessment sheets, and teacher reflections.Formative assessment is a low stakes classroom assessment that is an assessment for learning. This study used a student response system to convey feedback from the formative...
Show moreThis study investigated how formative assessment implemented in a fifth grade mathematics classroom with a student response system and a student self-evaluative tool affected student self-assessment. Data were collected through individual student and focus group interviews, self-assessment sheets, and teacher reflections.Formative assessment is a low stakes classroom assessment that is an assessment for learning. This study used a student response system to convey feedback from the formative assessment to both students and teacher during instruction. The student self-assessment sheet was implemented to provide a more dynamic level of feedback for students than what could be provided through the student response system alone.
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Date Issued
2013
Identifier
CFE0004955, ucf:49584
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0004955
Probing Space: Formative Assessment in a Middle School Inquiry-Based Science Classroom
Title
Probing Space: Formative Assessment in a Middle School Inquiry-Based Science Classroom.
Creator
Anderson, Clinton, Jeanpierre, Bobby, Gresham, Regina, Everett, Robert, University of Central Florida
Abstract / Description
This action research thesis was performed to explore the research questions: How did the use of formative assessment affect student performance data in understanding the concepts of the Sun-Earth-Moon system?, How did the use of learning scales as formative techniques impact student self-assessment of their knowledge of the Sun-Earth-Moon system?, How did the implementation of formative assessment techniques affect student discourse on the topic of the Sun-Earth-Moon system? Formative...
Show moreThis action research thesis was performed to explore the research questions: How did the use of formative assessment affect student performance data in understanding the concepts of the Sun-Earth-Moon system?, How did the use of learning scales as formative techniques impact student self-assessment of their knowledge of the Sun-Earth-Moon system?, How did the implementation of formative assessment techniques affect student discourse on the topic of the Sun-Earth-Moon system? Formative assessment techniques including (")talk-friendly(") probes, sticky bars, and agree-disagree statements were used in the classroom to expose gaps in knowledge, to facilitate discourse, and promote self-assessment. A triangulation of data included a district-provided pre/post-test, teacher observation, written and oral student responses of formative assessment, self-assessment, discourse, and student self-assessment on a learning goal tracker. Data gathered from student responses to formative assessment techniques given during discourse, lab experiences, in written responses, and from the student learning scale tracker were analyzed to expose misconceptions and gaps in knowledge and guide classroom instruction. Data showed that student performance data improved overall and students narrowed gaps in knowledge of the Sun-Earth-Moon system. Improvement in student participation and skill of discourse was evident; however students needed more practice developing written explanations for phenomenon within the Sun-Earth-Moon system. Through the use of self-assessments students showed improvement in ability to self-assess and realized gained knowledge toward their learning goal.
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Date Issued
2012
Identifier
CFE0004285, ucf:49527
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0004285
THE RELATIONSHIP OF 10TH-GRADE DISTRICT PROGRESS MONITORING ASSESSMENT SCORES TO FLORIDA COMPREHENSIVE ASSESSMENT TEST SCORES IN READING AND MATHEMATICS FOR 2008-2009
Title
THE RELATIONSHIP OF 10TH-GRADE DISTRICT PROGRESS MONITORING ASSESSMENT SCORES TO FLORIDA COMPREHENSIVE ASSESSMENT TEST SCORES IN READING AND MATHEMATICS FOR 2008-2009.
Creator
Underwood, Marilyn, Taylor, Rosemarye, University of Central Florida
Abstract / Description
The focus of this research was to investigate the use of a district created formative benchmark assessment in reading to predict student achievement for 10th-grade students on the Florida Comprehensive Assessment Test (FCAT) in one county in north central Florida. The purpose of the study was to provide information to high school principals and teachers to better understand how students were performing and learning and to maximize use of the formative district benchmark assessment in order to...
Show moreThe focus of this research was to investigate the use of a district created formative benchmark assessment in reading to predict student achievement for 10th-grade students on the Florida Comprehensive Assessment Test (FCAT) in one county in north central Florida. The purpose of the study was to provide information to high school principals and teachers to better understand how students were performing and learning and to maximize use of the formative district benchmark assessment in order to modify instruction and positively impact student achievement. This study expanded a prior limited study which correlated district benchmark assessment scores to FCAT scores for students in grades three through five in five elementary schools in the targeted county. The high correlations suggested further study. This research focused on secondary reading, specifically in 10th grade where both state and targeted county FCAT scores were low in years preceding this research. Investigated were (a) the district formative assessment in reading as a predictor of FCAT Reading scores, (b) differences in strength of correlation and prediction among student subgroups and between high schools, and (c) any relationships between reading formative assessment scores and Mathematics FCAT scores. An additional focus of this study was to determine best leadership practices in schools where there were the highest correlations between the formative assessment and FCAT Reading scores. Research on best practices was reviewed, and principals were interviewed to determine trends and themes in practice. Tenth grade students in the seven Florida targeted district high schools were included in the study. The findings of the study supported the effective use of formative assessments both in instruction and as predictors of studentsÂÂÂÂÂÂ' performance on the FCAT. The results of the study also showed a significant correlation between performance on the reading formative assessment and performance on FCAT Mathematics. The data indicated no significant differences in the strength of correlation between student subgroups or between the high schools included in the study. Additionally, the practices of effective principals in using formative assessment data to inform instruction, gathered through personal interviews, were documented and described.
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Date Issued
2010
Identifier
CFE0003214, ucf:48573
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0003214
Analysis of the Effects of Formative Assessment in Promoting Transfer of Learning in an Undergraduate General Microbiology Laboratory Course
Title
Analysis of the Effects of Formative Assessment in Promoting Transfer of Learning in an Undergraduate General Microbiology Laboratory Course.
Creator
Rediske, Andrea, Butler, Malcolm, Boote, David, Sivo, Stephen, Chini, Jacquelyn, Moore, Sean, University of Central Florida
Abstract / Description
The undergraduate microbiology lab serves an important role in establishing a foundation of best practices in aseptic technique and infection control for pre-medical, pre-nursing, pre-pharmacy, or pre-allied health students. The high incidence of hospital-acquired infections (HAIs) in the US and evidence in the literature of less effective implementation of proper aseptic technique among apprentice doctors and nursing students suggests that more effective transfer of learning could improve...
Show moreThe undergraduate microbiology lab serves an important role in establishing a foundation of best practices in aseptic technique and infection control for pre-medical, pre-nursing, pre-pharmacy, or pre-allied health students. The high incidence of hospital-acquired infections (HAIs) in the US and evidence in the literature of less effective implementation of proper aseptic technique among apprentice doctors and nursing students suggests that more effective transfer of learning could improve implementation of these procedures in the clinical setting. The research described in this study aimed to assess learning transfer as it applied to aseptic techniques and infection control skills learned in the undergraduate microbiology lab from pre- and post-lab formative assessments to midterm and lab practical summative assessments. Assisting students in building connections between the aseptic techniques learned in general microbiology and their application in the clinical setting through pre-lab formative assessments and reflective practices may lead to improvements in use of aseptic techniques and infection control measures as they progress into clinical careers and may ultimately reduce infection rates and mortality rates due to HAIs.The first major aim of this study was to explore the experiences of students with respect to learning transfer through qualitative analysis of student responses to post-lab free-response questions regarding difficulties faced in the lab and the relevance of microbiology to students' future careers. The second major aim of this study was to determine if the implementation of an in-class pre-lab formative assessment facilitateslearning transfer as evidenced by significant improvements on summative lab midterm and final lab practical exam scores.Qualitative analysis of student responses to open-ended reflection questions indicated evidence of predominantly low-road transfer with respect to transfer of automaticity. Additionally, qualitative analysis of student responses indicated evidence of lateral transfer regarding transfer of complexity. Finally, there was evidence of an evolution from near to far transfer of context indicating that students were able to perceive the application of the knowledge gained in the microbiology lab in contexts similar to the lab as well as contexts outside of the lab. Evidence from student responses suggested that primarily students intending to pursue careers in healthcare fields were able to perceive specific applications of the microbiology lab to their future careers. Further, evidence from student responses suggested that students predominantly had difficulties with procedures, interpretation of results, manual dexterity with microbiological equipment and materials, and expressed the need to practice these procedures and techniques.Statistical analyses provided quantifiable evidence that the implementation of pre-lab quizzes had both a statistically significantly positive impact and a practically positive impact on lab practical final scores in both of the semesters studied as compared to historical control groups with a large effect size. The statistically and practically significant impact of the pre-lab quizzes on lab practical final exams is an important finding and will add to the current literature on the importance of formative assessment in undergraduate microbiology education.
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Date Issued
2017
Identifier
CFE0006784, ucf:51824
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006784