Education Commons^™

Middle-School Mathematics Teachers' Use Of Formative Assessment Data, Shawana T. Green

Walden Dissertations and Doctoral Studies

A school district located in the southeastern United States uses benchmark tests as formative assessment to provide teachers with data to differentiate their instruction to meet the individual needs of students in their classrooms. Despite this effort, student achievement in mathematics in this school district has not improved. The purpose of this study was to gain an understanding of how middle-grade mathematics teachers used the benchmark results as formative data to guide instruction and meet student needs. The conceptual framework that grounded this study was the model of formative assessment developed by Black and Wiliam. For this basic qualitative study, …

Improving Student Achievement Through The Implementation Of A Classroom Performance System, Stacy Maria Artis

Theses and Dissertations

This applied dissertation was designed to implement and examine the impact of a classroom performance system (CPS) on student achievement for Grade 9 mathematics students. Seventy-five students in 4 Coordinate Algebra classes were observed during the regular school day for 9 weeks. The treatment group received CPS-based instruction, and the control group received traditional mathematics instruction without the use of a CPS. The teacher was the same for all classes.

Data from benchmark assessments as well as quarterly grade reports were compared for both groups. The findings of this study showed mixed results in relation to the impact of CPS-based …

Are Statistics Labs Worth The Effort?--Comparison Of Introductory Statistics Courses Using Different Teaching Methods, Jose H. Guardiola, Nadina Duran-Hutchings, Hassan Elsalloukh

Numeracy

This paper compares the academic performance of students in three similar elementary statistics courses taught by the same instructor, but with the lab component differing among the three. One course is traditionally taught without a lab component; the second with a lab component using scenarios and an extensive use of technology, but without explicit coordination between lab and lecture; and the third using a lab component with an extensive use of technology that carefully coordinates the lab with the lecture. Extensive use of technology means, in this context, using Minitab software in the lab section, doing homework and quizzes using …