The Effect of Formative Assessment on Achievement and Motivation

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dc.contributor.advisorBrager, Gary
dc.contributor.advisorQuinton, Jan
dc.contributor.authorAshdale, Martin
dc.contributor.programMasters of Educationen_US
dc.date.accessioned2020-05-05T20:16:44Z
dc.date.available2020-05-05T20:16:44Z
dc.date.issued2020-05-05
dc.description.abstractFormative assessments are teaching strategies used to gauge student understanding and make in class adjustments to improve a lesson. Formative assessments can also improve student achievement and motivation. While there is enough evidence that formative assessment significantly improves these student measures, there is insufficient evidence on specific formative assessment tools and strategies that are commonly used in the classroom by teachers. This study seeks to better understand the effect of a specific formative assessment strategy, Progress Trackers, by comparing a control group that did not receive the Progress Tracker with a treatment group that did receive the formative assessment. The study showed that there was no significant difference between the treatment and control group based on the means of a pretest and posttest score. While not statistically significant, the treatment group did show a larger increase of students with at least a 60% improvement in achievement. The lack of statistical significance between the control and treatment group could be caused by the ineffectiveness of the formative assessment or the inability to exclude other variables in the classroom setting. This could include the use of other formative assessments used in both groups, content delivery and implementation of the formative assessment. Adjustments to the Progress Tracker itself, implementation and use with other demographics would be needed to accurately determine the effectiveness or lack thereof of the Progress Tracker.en_US
dc.format.extent37 pagesen_US
dc.genreaction research papersen_US
dc.identifierdoi:10.13016/m24ryz-ukky
dc.identifier.urihttp://hdl.handle.net/11603/18489
dc.language.isoen_USen_US
dc.relationMaster of Education
dc.relation.isAvailableAtGoucher College, Baltimore, MD
dc.rightsThis work may be protected under Title 17 of the U.S. Copyright Law. To obtain information or permission to publish or reproduce, please contact the Goucher Special Collections & Archives at 410-337-6347 or email archives@goucher.edu.
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 United States*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/us/*
dc.subjectformative assessmenten_US
dc.subjectachievementen_US
dc.subjectmotivationen_US
dc.subject.lcshEducation -- Research papers (Graduate).
dc.titleThe Effect of Formative Assessment on Achievement and Motivationen_US
dc.typeTexten_US

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