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The Effects of Formative Assessment ...

Mintert, Amber L.

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The Effects of Formative Assessment on Student Motivation for Learning and Achievement in Standards-Based Grading.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Effects of Formative Assessment on Student Motivation for Learning and Achievement in Standards-Based Grading./
Author:	Mintert, Amber L.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
Description:	144 p.
Notes:	Source: Dissertations Abstracts International, Volume: 80-11, Section: A.
Contained By:	Dissertations Abstracts International80-11A.
Subject:	Educational tests & measurements. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13866018
ISBN:	9781392113028

The Effects of Formative Assessment on Student Motivation for Learning and Achievement in Standards-Based Grading.
Mintert, Amber L.

The Effects of Formative Assessment on Student Motivation for Learning and Achievement in Standards-Based Grading. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 144 p.

Source: Dissertations Abstracts International, Volume: 80-11, Section: A.

Thesis (Ed.D.)--Evangel University, 2019.

This item must not be sold to any third party vendors.

Standards-based grading has been adopted by schools across the United States and internationally, and relies upon formative assessments and benchmark testing to evaluate student achievement prior to standardized summative testing (Murtagh, 2013). Formative assessment in daily classroom activities can increase student motivation for learning and lead to student achievement (Iqbal, Anjum, & Anjum, 2017). Benchmark testing can inform educators on student levels of achievement and guide teaching as students move forward (Hicks, 2013). The focus of this study was to determine if formative assessment effects motivation for learning and student achievement within the context of standards-based grading which focuses on content learning without outside elements considered (Guskey & Jung, 2013). A mixed methods approach was used to gain knowledge about student achievement and motivation for learning by observing student data on benchmark achievement tests and teacher perspectives of student achievement and motivation.

ISBN: 9781392113028Subjects--Topical Terms:

3168483
Educational tests & measurements.
Subjects--Index Terms:

Assessment

The Effects of Formative Assessment on Student Motivation for Learning and Achievement in Standards-Based Grading.
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300 $a 144 p.
500 $a Source: Dissertations Abstracts International, Volume: 80-11, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Stringer, Matthew.
502 $a Thesis (Ed.D.)--Evangel University, 2019.
506 $a This item must not be sold to any third party vendors.
520 $a Standards-based grading has been adopted by schools across the United States and internationally, and relies upon formative assessments and benchmark testing to evaluate student achievement prior to standardized summative testing (Murtagh, 2013). Formative assessment in daily classroom activities can increase student motivation for learning and lead to student achievement (Iqbal, Anjum, & Anjum, 2017). Benchmark testing can inform educators on student levels of achievement and guide teaching as students move forward (Hicks, 2013). The focus of this study was to determine if formative assessment effects motivation for learning and student achievement within the context of standards-based grading which focuses on content learning without outside elements considered (Guskey & Jung, 2013). A mixed methods approach was used to gain knowledge about student achievement and motivation for learning by observing student data on benchmark achievement tests and teacher perspectives of student achievement and motivation.
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653 $a Motivation
653 $a Standards-based
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