{"id":{"repo_id":"rowan","oai_identifier":"oai:rdw.rowan.edu:etd-1032"},"canonical_url":"https://search.dev.ndltd.org/etd/rowan/oai:rdw.rowan.edu:etd-1032","repository":{"repo_id":"rowan","name":"Rowan University","base_url":"https://rdw.rowan.edu/do/oai/"},"display":{"title":"Formative assessment: the implementation of Learnia and the impact on students' proficiency of the New Jersey Mathematics Standards","abstract":"The purpose of this action research project was to afford teachers with data regarding their eighth grade students' current levels of proficiency on the New Jersey's mathematics standard. Through professional development, teachers were provided with the opportunity to use these data to create an instructional plan in which they could focus their instruction on the specific standards in which their students were not demonstrating proficiency. The data were collected through a comparison of student performance on the pre-assessment and post-assessment of the standards, interviews, questionnaires, and a leadership attribute survey. The first conclusion was that a formative assessment program had a positive effect on student proficiency of the mathematics standards. The second conclusion was that professional development had a positive effect on changing teachers' formative assessment practices. The third conclusion was that the researcher's leadership style had a positive impact on increasing students' proficiency of the mathematics standards.","abstract_html":"The purpose of this action research project was to afford teachers with data regarding their eighth grade students' current levels of proficiency on the New Jersey's mathematics standard. Through professional development, teachers were provided with the opportunity to use these data to create an instructional plan in which they could focus their instruction on the specific standards in which their students were not demonstrating proficiency. The data were collected through a comparison of student performance on the pre-assessment and post-assessment of the standards, interviews, questionnaires, and a leadership attribute survey. The first conclusion was that a formative assessment program had a positive effect on student proficiency of the mathematics standards. The second conclusion was that professional development had a positive effect on changing teachers' formative assessment practices. The third conclusion was that the researcher's leadership style had a positive impact on increasing students' proficiency of the mathematics standards.","abstract_has_math":false,"creators":["Santora, Nicole"],"institution":null,"degree_name":"Ed.D. 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The data were collected through a comparison of student performance on the pre-assessment and post-assessment of the standards, interviews, questionnaires, and a leadership attribute survey. The first conclusion was that a formative assessment program had a positive effect on student proficiency of the mathematics standards. The second conclusion was that professional development had a positive effect on changing teachers' formative assessment practices. The third conclusion was that the researcher's leadership style had a positive impact on increasing students' proficiency of the mathematics standards."]},{"key":"dc:title","label":"Title","values":["Formative assessment: the implementation of Learnia and the impact on students' proficiency of the New Jersey Mathematics Standards"]}]}],"canonical_facts":{"dc:contributor":["Sharp, Martin"],"dc:creator":["Santora, Nicole"],"dc:date.available":["2020-03-03T19:58:33Z"],"dc:description.abstract":["The purpose of this action research project was to afford teachers with data regarding their eighth grade students' current levels of proficiency on the New Jersey's mathematics standard. Through professional development, teachers were provided with the opportunity to use these data to create an instructional plan in which they could focus their instruction on the specific standards in which their students were not demonstrating proficiency. The data were collected through a comparison of student performance on the pre-assessment and post-assessment of the standards, interviews, questionnaires, and a leadership attribute survey. The first conclusion was that a formative assessment program had a positive effect on student proficiency of the mathematics standards. The second conclusion was that professional development had a positive effect on changing teachers' formative assessment practices. The third conclusion was that the researcher's leadership style had a positive impact on increasing students' proficiency of the mathematics standards."],"dc:identifier":["https://rdw.rowan.edu/etd/33"],"dc:subject":["Education--Standards--New Jersey; Mathematics--Study and teaching","Elementary and Middle and Secondary Education Administration"],"dc:title":["Formative assessment: the implementation of Learnia and the impact on students' proficiency of the New Jersey Mathematics Standards"],"thesis:degree_discipline":["Educational Leadership"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ed.D. Educational Leadership"]},"updated_at":"2026-07-24T04:12:49Z"}