The purpose of this research is to explore the implementation of formative assessment in the mathematics classroom. Formative assessment is considered to be any data-driven activity that an educator uses to help guide and improve instruction. While there is an abundance of research that concludes that formative assessment does indeed improve student achievement, practical methods of implementation are not thoroughly discussed. To partially determine which methods of formative assessment most positively impact student achievement, a study was conducted at Lafayette High School. The researcher compared two popular methods of formative assessment: daily exit slips and unit probing (pre-, middle-, and post-testing). While the data collected through research indicated that the use of unit probing showed more growth over the span of a unit than the use of daily exit slips, the study does not allow generalization as to which method of formative assessment improves student achievement more.
","abstract_html":"<p>The purpose of this research is to explore the implementation of formative assessment in the mathematics classroom. Formative assessment is considered to be any data-driven activity that an educator uses to help guide and improve instruction. While there is an abundance of research that concludes that formative assessment does indeed improve student achievement, practical methods of implementation are not thoroughly discussed. To partially determine which methods of formative assessment most positively impact student achievement, a study was conducted at Lafayette High School. The researcher compared two popular methods of formative assessment: daily exit slips and unit probing (pre-, middle-, and post-testing). While the data collected through research indicated that the use of unit probing showed more growth over the span of a unit than the use of daily exit slips, the study does not allow generalization as to which method of formative assessment improves student achievement more. </p>","abstract_has_math":false,"creators":["Bugg, Chelse Rae"],"institution":"Eastern Kentucky University","degree_name":"Master of Arts (MA)","degree_level":"Master's","degree_discipline":"Mathematics and Statistics","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2013,"date_issued":"2013-01-01T08:00:00Z","date_published":"2013-01-01T08:00:00Z","updated_at":"2026-07-24T02:15:19Z","subjects":["Assessment","Exit Slip","Formative Assessment","Post-Test","Pre-Test","Probe","Educational Assessment, Evaluation, and Research","Mathematics"],"languages":[],"rights":["Copyright 2013 Chelse Rae Bugg"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://encompass.eku.edu/etd/154","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Bugg, Chelse Rae"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:publisher","label":"Institution","values":["Encompass Digital Archive, Eastern Kentucky University"]},{"key":"dc:type","label":"Dc Type","values":["Master Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Mathematics and Statistics"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Master's"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Arts (MA)"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Eastern Kentucky University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Assessment","Exit Slip","Formative Assessment","Post-Test","Pre-Test","Probe","Educational Assessment, Evaluation, and Research","Mathematics"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2013 Chelse Rae Bugg"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://encompass.eku.edu/etd/154"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this research is to explore the implementation of formative assessment in the mathematics classroom. Formative assessment is considered to be any data-driven activity that an educator uses to help guide and improve instruction. While there is an abundance of research that concludes that formative assessment does indeed improve student achievement, practical methods of implementation are not thoroughly discussed. To partially determine which methods of formative assessment most positively impact student achievement, a study was conducted at Lafayette High School. The researcher compared two popular methods of formative assessment: daily exit slips and unit probing (pre-, middle-, and post-testing). While the data collected through research indicated that the use of unit probing showed more growth over the span of a unit than the use of daily exit slips, the study does not allow generalization as to which method of formative assessment improves student achievement more.
"]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:source","label":"Dc Source","values":["Encompass Digital Archive: Online Theses and Dissertations"]},{"key":"dc:title","label":"Title","values":["Effective Methods of Formative Assessment"]}]}],"canonical_facts":{"dc:creator":["Bugg, Chelse Rae"],"dc:description.abstract":["The purpose of this research is to explore the implementation of formative assessment in the mathematics classroom. Formative assessment is considered to be any data-driven activity that an educator uses to help guide and improve instruction. While there is an abundance of research that concludes that formative assessment does indeed improve student achievement, practical methods of implementation are not thoroughly discussed. To partially determine which methods of formative assessment most positively impact student achievement, a study was conducted at Lafayette High School. The researcher compared two popular methods of formative assessment: daily exit slips and unit probing (pre-, middle-, and post-testing). While the data collected through research indicated that the use of unit probing showed more growth over the span of a unit than the use of daily exit slips, the study does not allow generalization as to which method of formative assessment improves student achievement more.
"],"dc:format":["application/pdf"],"dc:identifier":["https://encompass.eku.edu/etd/154"],"dc:publisher":["Encompass Digital Archive, Eastern Kentucky University"],"dc:rights":["Copyright 2013 Chelse Rae Bugg"],"dc:source":["Encompass Digital Archive: Online Theses and Dissertations"],"dc:subject":["Assessment","Exit Slip","Formative Assessment","Post-Test","Pre-Test","Probe","Educational Assessment, Evaluation, and Research","Mathematics"],"dc:title":["Effective Methods of Formative Assessment"],"dc:type":["Master Thesis"],"thesis:degree_discipline":["Mathematics and Statistics"],"thesis:degree_level":["Master's"],"thesis:degree_name":["Master of Arts (MA)"],"thesis:institution_name":["Eastern Kentucky University"]},"updated_at":"2026-07-24T02:15:19Z"}