東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Effects of criteria-referenced forma...

Valle, Christopher.

Linked to FindBook

Google Book

Amazon

博客來

Effects of criteria-referenced formative assessment on achievement in music.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Effects of criteria-referenced formative assessment on achievement in music./
Author:	Valle, Christopher.
Description:	260 p.
Notes:	Source: Dissertation Abstracts International, Volume: 77-05(E), Section: A.
Contained By:	Dissertation Abstracts International77-05A(E).
Subject:	Educational psychology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3740126
ISBN:	9781339321219

Effects of criteria-referenced formative assessment on achievement in music.
Valle, Christopher.

Effects of criteria-referenced formative assessment on achievement in music. - 260 p.

Source: Dissertation Abstracts International, Volume: 77-05(E), Section: A.

Thesis (Ph.D.)--State University of New York at Albany, 2015.

The purpose of this study was to investigate the effects of criteria-referenced formative assessment on music achievement. Archival data from 1,173 students who participated in the first two years of the Arts Achieve project were used to examine the overall and school level effects of criteria-referenced formative assessment on music achievement, as well as its effect on content knowledge, listening, and performance achievement tasks. The relationships between sources of feedback from formative assessment -- self, peer, teacher -- and music achievement were also investigated. Unbiased causal treatment effects were derived after employing propensity score analysis to minimize selection bias and adjust for pre-treatment differences.

ISBN: 9781339321219Subjects--Topical Terms:

517650
Educational psychology.

Effects of criteria-referenced formative assessment on achievement in music.
LDR:02666nmm a2200313 4500 001 2075497
005 20161110122257.5
008 170521s2015 ||||||||||||||||| ||eng d
020 $a 9781339321219
035 $a (MiAaPQ)AAI3740126
035 $a AAI3740126
040 $a MiAaPQ $c MiAaPQ
100 1 $a Valle, Christopher. $3 3190893
245 1 0 $a Effects of criteria-referenced formative assessment on achievement in music.
300 $a 260 p.
500 $a Source: Dissertation Abstracts International, Volume: 77-05(E), Section: A.
500 $a Adviser: Heidi L. Andrade.
502 $a Thesis (Ph.D.)--State University of New York at Albany, 2015.
520 $a The purpose of this study was to investigate the effects of criteria-referenced formative assessment on music achievement. Archival data from 1,173 students who participated in the first two years of the Arts Achieve project were used to examine the overall and school level effects of criteria-referenced formative assessment on music achievement, as well as its effect on content knowledge, listening, and performance achievement tasks. The relationships between sources of feedback from formative assessment -- self, peer, teacher -- and music achievement were also investigated. Unbiased causal treatment effects were derived after employing propensity score analysis to minimize selection bias and adjust for pre-treatment differences.
520 $a The results of this study indicate that criteria-referenced formative assessment had a small, positive overall effect on music achievement, with the largest gains in achievement at the elementary school level. Criteria-referenced formative assessment had the largest effect on content knowledge and listening tasks; however, the effects on music performance were mixed and therefore inconclusive. Feedback from teacher assessment and self-assessment alone were positively and significantly related to music achievement. Peer assessment, however, was not a significant predictor of music achievement.
520 $a This study contributes to scholarship on formative assessment by providing a framework for using propensity score analysis to investigate constructs in formative assessment research. In addition, this study provides music educators with empirical evidence of the efficacy of using criteria-referenced formative assessment practices to promote and support music teaching and learning.
590 $a School code: 0668.
650 4 $a Educational psychology. $3 517650
650 4 $a Music education. $3 3168367
650 4 $a Educational evaluation. $3 526425
690 $a 0525
690 $a 0522
690 $a 0443
710 2 $a State University of New York at Albany. $b Educational Psychology. $3 1676395
773 0 $t Dissertation Abstracts International $g 77-05A(E).
790 $a 0668
791 $a Ph.D.
792 $a 2015
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3740126