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

The effect of written feedback on fo...

Garber, Tammy L.

Linked to FindBook

Google Book

Amazon

博客來

The effect of written feedback on formative assessments on students' performance in a high school mathematics class.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The effect of written feedback on formative assessments on students' performance in a high school mathematics class./
Author:	Garber, Tammy L.
Description:	89 p.
Notes:	Source: Masters Abstracts International, Volume: 47-03, page: 1272.
Contained By:	Masters Abstracts International47-03.
Subject:	Curriculum development. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1460098
ISBN:	9780549924401

The effect of written feedback on formative assessments on students' performance in a high school mathematics class.
Garber, Tammy L.

The effect of written feedback on formative assessments on students' performance in a high school mathematics class. - 89 p.

Source: Masters Abstracts International, Volume: 47-03, page: 1272.

Thesis (M.Ed.)--University of Delaware, 2008.

In this study, the performance of students in an Honors Integrated Math Three course who received descriptive, written feedback on formative quizzes was compared with the performance of students who did not receive this feedback on these quizzes. The study employed a quasi-experimental nonequivalent group design in which the researcher taught two sections of this math course. One section was designated as the experimental group (n = 12) and the other was designated as the control group (n = 24). Data was collected via a pretest and posttest and was analyzed using quantitative and qualitative methods.

ISBN: 9780549924401Subjects--Topical Terms:

684418
Curriculum development.

The effect of written feedback on formative assessments on students' performance in a high school mathematics class.
LDR:03016nmm a2200313 4500 001 2115100
005 20170212124405.5
008 180830s2008 ||||||||||||||||| ||eng d
020 $a 9780549924401
035 $a (MiAaPQ)AAI1460098
035 $a AAI1460098
040 $a MiAaPQ $c MiAaPQ
100 1 $a Garber, Tammy L. $3 3276734
245 1 4 $a The effect of written feedback on formative assessments on students' performance in a high school mathematics class.
300 $a 89 p.
500 $a Source: Masters Abstracts International, Volume: 47-03, page: 1272.
500 $a Adviser: Laura Glass.
502 $a Thesis (M.Ed.)--University of Delaware, 2008.
520 $a In this study, the performance of students in an Honors Integrated Math Three course who received descriptive, written feedback on formative quizzes was compared with the performance of students who did not receive this feedback on these quizzes. The study employed a quasi-experimental nonequivalent group design in which the researcher taught two sections of this math course. One section was designated as the experimental group (n = 12) and the other was designated as the control group (n = 24). Data was collected via a pretest and posttest and was analyzed using quantitative and qualitative methods.
520 $a For the quantitative data analysis, an ANOVA was performed on posttest overall mean scores and on the posttest mean scores of each learning goal of the instructional unit. The ANOVA revealed no statistically significant difference between the experimental and control groups' posttest scores. The qualitative data analysis in this study employed the constant comparative method, which involved the coding of both groups of students' responses on the posttest. Three themes appeared in the students' responses.
520 $a One theme that evolved was that both groups were equally likely to not answer a question or to not provide an explanation in their responses on the posttest. This finding shows that the descriptive, written feedback on formative quizzes did not encourage the participants to take risks on tests. A second theme was that the descriptive, written feedback reduced the variation of the experimental group's responses on the posttest to more specific and focused answers. In particular, students in the experimental group were more likely to use mathematical language and algebraic explanations in their responses than the control group. The last theme was that students in the experimental group demonstrated a better understanding of the relationship between a function's domain and points of discontinuity than the control group. This finding indicates that the descriptive, written feedback influenced the participants' understanding of this relationship.
590 $a School code: 0060.
650 4 $a Curriculum development. $3 684418
650 4 $a Mathematics education. $3 641129
650 4 $a Secondary education. $3 2122779
690 $a 0727
690 $a 0280
690 $a 0533
710 2 $a University of Delaware. $b School of Education. $3 1022090
773 0 $t Masters Abstracts International $g 47-03.
790 $a 0060
791 $a M.Ed.
792 $a 2008
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1460098