Statistics and Data Science Seminar
Prof. Yue Yin
UIC, Educational Psychology
On the Impact of Formative Assessment on Student Motivation, Achievement, and Conceptual Change
Abstract: Formative assessment was hypothesized to have a beneficial impact on
students' science achievement and conceptual change, either directly or
indirectly by enhancing motivation. We designed and embedded formatives
assessments within an inquiry science unit. Twelve middle-school science
teachers with their students were randomly assigned either to an
experimental group (N = 6), provided with embedded formative assessment,
or control group (N = 6). Teachers varied significantly as to their impact
on student motivation, achievement, and conceptual change. But the impact
of the formative assessment treatment on these outcomes was not
statistically significant. Variation in both teachers' classroom
management and the degree to which they used informal formative
assessment, regardless of group, were conjectured as possible reasons for
the absence of an overall formative assessment effect.
Wednesday October 15, 2008 at 4:00 PM in SEO 612