The Effect of Worked Examples and Self-Explanation Prompts on Mathematics Standardized Assessments

Autor/inn/en	McGinn, Kelly M.; Young, Laura K.; Huyghe, Alexandra; Booth, Julie L.
Titel	The Effect of Worked Examples and Self-Explanation Prompts on Mathematics Standardized Assessments
Quelle	(2023), (41 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (McGinn, Kelly M.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Problem Solving; Prompting; Mathematics Tests; Standardized Tests; Student Evaluation; Mathematics Skills; Assignments; Elementary School Students; Grade 5; Urban Schools; School Districts; Mathematics Achievement; Scores; Outcomes of Education; Intervention; Prior Learning; Worksheets; Predictor Variables + Suchen Sie Ihr Suchwort? Problemlösen; Benutzerführung; Standadised tests; Standardisierter Test; Schulnote; Studentische Bewertung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Assignment; Auftrag; Zuweisung; School year 05; 5. Schuljahr; Schuljahr 05; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; School district; Schulbezirk; Mathmatics sikills; Mathematical ability; Lernleistung; Schulerfolg; Vorkenntnisse; Prädiktor
Abstract	Recent work has demonstrated that having students study worked examples and answer self-explanation prompts as part of their problem-solving practice improves learning on researcher-developed measures of mathematical proficiency. However, little work has been done to date to investigate whether these benefits translate to improvements on the types of standardized assessments typically used by school districts to assess proficiency and make curricular decisions. In the present study, we examined the impact of using worked-example and self-explanation prompt assignments on the performance of 5th grade students in one urban district on two district-administered standardized tests: i-Ready and PARCC. Results indicate the approach effectively improves student mathematic scores on both standardized measures. This study provides policy-meaningful outcomes. The findings from the current study show that standardized assessment scores can be improved by merely changing the type of practice problems that students engage with. Interventions like this provide a pathway for underperforming schools and districts to improve student achievement through easy access points, which are low-cost and can be added to the curricula districts currently use. [This paper will be published "Journal of Research on Educational Effectiveness."] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01