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The effects of technology‐enhanced formative evaluation on student performance on state accountability math tests
Author(s) -
Burns Matthew K.,
Klingbeil David A.,
Ysseldyke Jim
Publication year - 2010
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/pits.20492
Subject(s) - formative assessment , accountability , psychology , mathematics education , student achievement , population , academic achievement , medical education , demography , political science , medicine , sociology , law
Technology‐enhanced formative evaluation (TEFE) could enhance student achievement while diminishing the burden of formative evaluation for educators. The current study examined data from 360 randomly selected schools that either used a TEFE program for 1 year to 4 years 11 months, for 5 or more years, or not at all. Analyses of covariance found a significant and moderate to large ( d = .51 and .78) effect on percentage of students who scored proficient on state accountability tests in math. Moreover, among schools that used TEFE, those with a non‐White student population of at least 50% scored in the proficient range on state math tests at a rate equal to that of those with at least 50% White students. A significant and moderate to large ( d = .71) effect was found, however, between these two groups of schools among schools that did not use a TEFE program. © 2010 Wiley Periodicals, Inc.