Browsing by Subject "Formative assessment"
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Item Scaffolding learning from informational texts in the intervention setting(2016-05) Bergeson, KristiThe act of creating meaning with texts is complex, and this complexity creates unclear views of instruction in schools and even greater perplexity in knowing how to instruct students who may be struggling in this area of their schoolwork. Comprehension is often measured in schools as a product and an outcome, making it difficult to understand why a student may be experiencing challenges (Duke & Carlisle, 2011). Recently, the emphasis of developing reading skills in isolation in schools is being replaced by the importance of gaining knowledge and building cognition while reading (Cervetti & Hiebert, 2014); yet, handing a difficult non-fiction text to students to read, without considering complex and interrelated factors that influence comprehension does not put students on the path to create meaning with informational texts (Duke, 2014). This study examined that pathway by implementing a reading intervention for fourth and fifth grade students in collaboration with six reading specialists within one mid-western school district. Using design-based research (McKenney & Reeves, 2012), this project aimed to create educational solutions to problems in schools while at the same time developing theoretical understanding of learning. Five conjecture maps guided the embodiment, mediating processes, and intended outcomes for the designed intervention (Sandoval, 2014). This intervention was embodied by content grouped texts that gradually increased in difficulty, mystery texts, reading for authentic purposes, and the use of verbal protocols as a formative assessment tool. The Landscape Model (van den Broek, Rapp & Kendeou, 2005) provided a theoretical framework for this study by describing the dynamic interaction of cognitive processes involved with comprehension. Reading specialists drew on this model to better understand students’ processing of texts as they listened to individual students think out loud while reading. Findings indicated that grouping texts by content area influenced students’ cognitive processes in their reading, was valuable for comprehension development, and impacted the comprehension product. In addition, the implementation of verbal protocols as a formative assessment tool enabled reading specialists to identify students’ unique challenges while reading and to coach students while processing texts. The act of creating meaning with texts is complex, but understanding students’ use of cognitive processes, and not just comprehension outcomes, provides valuable support for scaffolding learning from informational texts for students in the intervention setting.Item Student perceptions of formative assessment in the chemistry classroom.(2012-06) Haroldson, Rachelle AnnResearch on formative assessment has focused on the ways teachers implement and use formative assessment to check student understanding in order to guide their instruction. This study shifted emphasis away from teachers to look at how students use and perceive formative assessment in the science classroom. Four key strategies of formative assessment were implemented: feedback, questioning, self-assessment, and formative use of summative tests. Over the course of 15 weeks students experienced all of these strategies in three major chemistry units. During the class and at the end of the trimester interviews were conducted with students to look at their views regarding formative assessment and their learning. An inductive, emergent design was used to analyze students' responses in interviews and “truth box” vignettes. Common and unique themes emerged for each strategy of formative assessment. Overall students found formative assessment to be beneficial to their learning because it provided clear expectations, prepared them for assessments, individualized the learning and informing them of their learning. Other benefits and uses that students reported included: being able to socialize, breaking large amounts of information into manageable pieces, having a second chance to learning, feeling good during the learning process, knowing what was wrong, developing a deeper understanding, focusing more, and having time for questions. Teachers and teacher educators need to be aware of how formative assessment strategies are perceived by students and recognize that the effectiveness of the strategies de-mystifies the learning experience, allows for a growth mindset in learning, makes learning accessible to all students, and shows students how to close the gap in their learning.Item Technology-enhanced formative assessment in Mathematics for English language learners(2012-12) Lekwa, Adam JensThis paper reports the results of a descriptive study on the use of a technology-enhanced formative assessment system called Accelerated Math (AM) for ELLs and their native-English-speaking (NES) peers. It was comprised of analyses of an extant database of 18,549 students, including 2,057 ELLs, from grades 1 through 8 across 30 U.S. states. These analyses were followed by semi-formal interviews with three teachers in California, Texas, and Minnesota, who use AM in mathematics instruction with ELLs and NESs. Without taking classroom-level information into account, ELLs, as a group, appeared to receive slightly greater implementation of this formative assessment system than did their native English speaking peers. Yet the results of five sets of generalized linear mixed-effects regression models indicated that, after accounting for classroom membership (or teacher effects), ELLs and their NES peers received roughly equal levels of implementation of the formative assessment system, suggesting that ELLs in this sample tended to be found in the classrooms of teachers who made somewhat greater use of their formative assessment system. The results of multilevel growth models suggested that ELLs tended to begin the school year with lower levels of mathematics skills, on average, than their NES peers. After accounting for variability associated with classroom membership, there were no significant differences between average growth in STAR Math scores between ELLs and NESs. Implementation of AM was a strong positive predictor of growth for both groups of students, yet there was a significant, but small, negative three-way interaction between ELL status, growth in mathematics, and implementation of AM. Teacher input, obtained in semi-formal interviews, added perspective to the results of quantitative analyses of implementation and growth. Their responses to questions about patterns of implementation or observations of growth in STAR Math scores provided illustrations of trends encountered in statistical models, and suggested issues for consideration in future research on the topic of formative assessment practices in mathematics for ELLs.Item Technology-enhanced formative assessment in Mathematics for English language learners(2012-12) Lekwa, Adam JensThis paper reports the results of a descriptive study on the use of a technology-enhanced formative assessment system called Accelerated Math (AM) for ELLs and their native-English-speaking (NES) peers. It was comprised of analyses of an extant database of 18,549 students, including 2,057 ELLs, from grades 1 through 8 across 30 U.S. states. These analyses were followed by semi-formal interviews with three teachers in California, Texas, and Minnesota, who use AM in mathematics instruction with ELLs and NESs. Without taking classroom-level information into account, ELLs, as a group, appeared to receive slightly greater implementation of this formative assessment system than did their native English speaking peers. Yet the results of five sets of generalized linear mixed-effects regression models indicated that, after accounting for classroom membership (or teacher effects), ELLs and their NES peers received roughly equal levels of implementation of the formative assessment system, suggesting that ELLs in this sample tended to be found in the classrooms of teachers who made somewhat greater use of their formative assessment system. The results of multilevel growth models suggested that ELLs tended to begin the school year with lower levels of mathematics skills, on average, than their NES peers. After accounting for variability associated with classroom membership, there were no significant differences between average growth in STAR Math scores between ELLs and NESs. Implementation of AM was a strong positive predictor of growth for both groups of students, yet there was a significant, but small, negative three-way interaction between ELL status, growth in mathematics, and implementation of AM.Teacher input, obtained in semi-formal interviews, added perspective to the results of quantitative analyses of implementation and growth. Their responses to questions about patterns of implementation or observations of growth in STAR Math scores provided illustrations of trends encountered in statistical models, and suggested issues for consideration in future research on the topic of formative assessment practices in mathematics for ELLs.