The effects of POWERSOURCE<sup>©</sup>assessments on middle-school students’ math performance

Phelan, Julia; Choi, Kilchan; Niemi, David; Vendlinski, Terry; Baker, Eva L.; Herman, Joan L.

doi:10.1080/0969594x.2010.532769

Cited by 14 publications

(11 citation statements)

References 16 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Eight studies identified long-term professional development as an important feature of successful implementation of AfL (Aschbacher & Alonzo, 2006;Gottheiner & Siegel, 2012;Lee et al, 2012;Penuel et al, 2007;Phelan et al, 2012). Two of these studies showed that teacher professional development has a direct positive impact on student performance (Aschbacher & Alonzo, 2006;Phelan et al, 2012).…”

Section: Support and Professional Developmentmentioning

confidence: 99%

“…Teachers need support regarding the use of assessment results, AfL-related teaching strategies, basic principles of good feedback, and effective questioning. This support should also include instructional resources, materials, and examples (Aschbacher & Alonzo, 2006;Gottheiner & Siegel, 2012;Lee et al, 2012;Ní Chr oinín & Cosgrave, 2013;Penuel et al, 2007;Phelan et al, 2012). Again, practice-centred collaboration was found to be an important means of facilitating this kind of support.…”

Section: Support and Professional Developmentmentioning

confidence: 99%

“…Two of these studies showed that teacher professional development has a direct positive impact on student performance (Aschbacher & Alonzo, 2006;Phelan et al, 2012). Teachers need support regarding the use of assessment results, AfL-related teaching strategies, basic principles of good feedback, and effective questioning.…”

Section: Support and Professional Developmentmentioning

confidence: 99%

See 2 more Smart Citations

A systematic review of prerequisites for implementing assessment for learning in classroom practice

Heitink

Kleij

Veldkamp

et al. 2016

Educational Research Review

210

152

View full text Add to dashboard Cite

a b s t r a c tAlthough many researchers acknowledge that Assessment for Learning can significantly enhance student learning, the factors facilitating or hindering its implementation in daily classroom practice are unclear. A systematic literature review was conducted to reveal prerequisites needed for Assessment for Learning implementation. Results identified prerequisites regarding the teacher, student, assessment and context. For example, teachers must be able to interpret assessment information on the spot, student engagement in the assessment process is vital, assessment should include substantial, constructive and focussed feedback, and the school should have a school-wide culture that facilitates collaboration and encourages teacher autonomy. The results of this review contribute to a better understanding of the multiple facets that need to be considered when implementing Assessment for Learning, from both a theoretical and a practical standpoint.

show abstract

Section: Support and Professional Developmentmentioning

confidence: 99%

Section: Support and Professional Developmentmentioning

confidence: 99%

Section: Support and Professional Developmentmentioning

confidence: 99%

See 1 more Smart Citation

A systematic review of prerequisites for implementing assessment for learning in classroom practice

Heitink

Kleij

Veldkamp

et al. 2016

Educational Research Review

210

152

View full text Add to dashboard Cite

show abstract

“…Formative assessment techniques that are closely connected to the taught mathematics have the potential to really inform teachers' further instruction. Such a content-dependent approach was chosen by Phelan et al (2012). In their study, teachers were supported to assess students' learning in pre-algebra.…”

Section: Strategies For Using Classroom Assessment In Mathematicsmentioning

confidence: 99%

“…To find out what had to be assessed, an expert panel was organized to map algebra knowledge and its prerequisites. This map was used to design the questions that could provide teachers with the necessary information, which turned out to have had a positive impact on students' learning (Phelan et al 2012).…”

Section: Strategies For Using Classroom Assessment In Mathematicsmentioning

confidence: 99%

Supporting primary school teachers’ classroom assessment in mathematics education: effects on student achievement

Veldhuis

Heuvel–Panhuizen

2019

Math Ed Res J

View full text Add to dashboard Cite

In a three-phase study, with a total of 40 third-grade teachers and their 830 students, teachers were supported to use classroom assessment techniques (CATs) to reveal their students' knowledge of number operations. In phase I, four teachers and 66 third-grade students participated in five monthly workshops in which CATs were co-designed and their use was discussed. In phase II, the first phase was replicated with four workshops with six different teachers and 148 third-grade students. In these two exploratory phases, we evaluated student achievement on a standardized national mathematics test in a pre-/posttest design and compared changes herein to changes in the national norm sample. In phase III, a control condition was added to the design to experimentally investigate the effect on student achievement with 30 teachers and 616 third-grade students. Teachers were randomly assigned to participate in 0, 1, 2, or 3 1-hour workshops. In all three phases, we found a significant increase in students' mathematics achievement scores on the standardized mathematics test. In phase III, the increase was significantly larger in the classes of teachers participating in three workshops than in classes with less workshops. Additionally, results from the analysis of classroom observations, feedback forms, and interviews indicate that teachers could easily integrate the CATs into their practice and could gather valuable information on their students. The results from the different phases of this study combined indicate that supporting teachers in their development and use of classroom assessment in mathematics may contribute to the improvement of students' mathematics achievement.

show abstract

A learning theory‐based exploratory analysis of teacher professional development interventions for formative assessment

de Vries,

Visscher,

Schildkamp

2024

Review of Education

View full text Add to dashboard Cite

There is substantial evidence in cognitive psychology for the effectiveness of learning theory‐based principles, such as activating prior knowledge or retrieval practice, for learning. In this exploratory study, we analysed to what degree such learning theory‐based principles are applied in teacher professional development (TPD) interventions for formative assessment and how, and whether differences in the use of these principles between TPD interventions explain differences in the effectiveness of such interventions. We found that the impact of TPD interventions for formative assessment on student achievement was evaluated rigorously in very few studies, with only five in our sample. Our results also showed that most learning theory‐based principles were applied only to a very limited degree, and not deliberately. Both findings imply that no patterns relating the application of learning theory‐based principles and intervention effectiveness were discernible. However, given the general evidence for the principles, there is probably much to gain by applying the learning theory‐based principles when developing TPD interventions for formative assessment. Context and implicationsRationale for this studyStudies in cognitive psychology have resulted in clear principles to promote learning. It is unknown whether these have been used to improve teacher professional development (for formative assessment).Why the new findings matterThe limited use of learning theory‐based principles in TPD development is remarkable, as there is strong evidence that these principles are effective.Implications for researchersOnly 5 of 44 evaluated studies adhered to high standards for randomised controlled trials set by Cheung and Slavin (2016) and What Works Clearinghouse (2020), meaning that we ultimately have very little reliable data on the effectiveness of TPD interventions for formative assessment. If we want to know what influences improvement in teacher skills when conducting TPD interventions, then better interventions and evaluations are needed.The learning theory‐based principles themselves are the result of thorough research, and it is therefore worthwhile to further investigate how the learning theory‐based principles can be used to improve TPD interventions for formative assessment.

show abstract

The effects of POWERSOURCE^©assessments on middle-school students’ math performance

Cited by 14 publications

References 16 publications

A systematic review of prerequisites for implementing assessment for learning in classroom practice

A systematic review of prerequisites for implementing assessment for learning in classroom practice

Supporting primary school teachers’ classroom assessment in mathematics education: effects on student achievement

A learning theory‐based exploratory analysis of teacher professional development interventions for formative assessment

Contact Info

Product

Resources

About

The effects of POWERSOURCE©assessments on middle-school students’ math performance

Cited by 14 publications

References 16 publications

A systematic review of prerequisites for implementing assessment for learning in classroom practice

A systematic review of prerequisites for implementing assessment for learning in classroom practice

Supporting primary school teachers’ classroom assessment in mathematics education: effects on student achievement

A learning theory‐based exploratory analysis of teacher professional development interventions for formative assessment

Contact Info

Product

Resources

About

The effects of POWERSOURCE^©assessments on middle-school students’ math performance