id: 06606604
dt: a
an: 2016d.00473
au: Wang, Chuang; Pugalee, David K.
ti: Relationship between formative and summative assessments for elementary
school students.
so: Rogerson, Alan (ed.), The mathematics education for the future project.
Proceedings of the 13th international conference ‘Mathematics
education in a connected world’, Catania, Sicily, Italy, September
16‒21, 2015. Münster: WTM-Verlag (ISBN 978-3-942197-44-1/pbk;
978-3-942197-86-1/ebook). Conference Proceedings in Mathematics
Education 1, 435-440 (2015).
py: 2015
pu: Münster: WTM-Verlag
la: EN
cc: D62
ut: formative assessments; summative assessments; elementary school
mathematics; school size; learning process; teacher assessment behavior
ci:
li:
ab: Summary: This is an exploratory study of the relationship between formative
assessments during the academic year and the summative assessment at
the end of the academic year in elementary school mathematics
classrooms. Participants in this study are 72 teachers with 865 K‒2
students in 13 schools in North Carolina of the United States. A
three-level hierarchical linear model with summative assessment as the
dependent variable and the average score of formative assessments as
the independent variable was tested together with student demographic
information, teacher assessment behavior, and school size and poverty.
The results suggest a strong positive relationship between student
performance on formative assessments and the summative assessment. This
relationship is stronger in classrooms where teachers use more
formative assessments. These findings suggest that formative
assessments, when used for instructional purposes, give teachers
feedback about teaching and help teachers understand students progress
in mathematics learning process. When teachers adjust their teaching
based upon the information gained from formative assessments, they are
more likely to help students learn.
rv: