The Impact of Using Formative Assessment Attributes in Daily Instruction on Student Affect

<p>The main focus of the research was to determine if the systematic use of formative assessment attributes had an impact on two affective variables--Academic Efficacy and Eagerness to Learn. Both the control and experimental students' affect was measured using a pre and post test administration of the Student Affect Inventory created by Popham and Stiggins (2008) in conjunction with the CCSSO. The post administration results of the experimental and control group were compared to determine if the systematic use of formative assessment attributes had a statistically significant impact on student affect. In addition, the pre and post test data of the experimental group was compared to determine if the systematic use of formative assessment attributes had a statistically significant change in reported affect by students as measured by the inventory. Inventories by all student participants (experimental and control) were examined for association between Academic Efficacy, Eagerness to Learn, Clear Learning Targets, and Progress Monitoring Information.</p><p>The study utilized a quasi-experimental design along with a study of correlation. Student in the experimental group (N=12) received systematic formative assessment attributes in daily instruction for 18 weeks. The teachers in the experimental group received additional staff development and were to use formative assessment attributes systematically in their instruction. Students in the experimental group did not show a statistically significant change in inventory data. While the experimental group did exhibit some change, the population was too small (N=12) to show a statistically significant change. The results of the test of correlation of all student inventories (N=337) did show a strong statistically significant correlation between the affect variables and the formative assessment attributes. Additional research to examine impact of formative assessment attributes on a larger experimental population would be valuable. Additional research on the association of various formative assessment attributes with affect variables would add to the body of research in this field.</p>

Name thesis:degree_name

Doctor of Education (EdD)

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

School of Education

Year dc:date.available

2011

Author dc:creator

• Ruland, Joshua William

• Assessment
• Assessment for Learning
• Formative Assessment
• Instruction
• Education

Repository record dc:identifier

https://ecommons.luc.edu/luc_diss/44

OAI identifier oai:identifier

oai:ecommons.luc.edu:luc_diss-1043