Formative Assessment: A Meta-Analysis and a Call for Research

Autor/inn/en	Kingston, Neal; Nash, Brooke
Titel	Formative Assessment: A Meta-Analysis and a Call for Research
Quelle	In: Educational Measurement: Issues and Practice, 30 (2011) 4, S.28-37 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-1745
DOI	10.1111/j.1745-3992.2011.00220.x
Schlagwörter	Elementary Secondary Education; Formative Evaluation; Program Effectiveness; Effect Size; Meta Analysis; Research Needs; Educational Research; Mathematics Instruction; English Instruction; Science Instruction; Computer Assisted Testing; Inservice Teacher Education; Educational Assessment; Student Evaluation; Research Problems + Suchen Sie Ihr Suchwort? Meta-analysis; Metaanalyse; Forschungsbedarf; Bildungsforschung; Pädagogische Forschung; Mathematics lessons; Mathematikunterricht; English langauage lessons; Englischunterricht; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lehrerfortbildung; Education; assessment; Bewertungssystem; Schulnote; Studentische Bewertung; Forschungskritik
Abstract	An effect size of about 0.70 (or 0.40-0.70) is often claimed for the efficacy of formative assessment, but is not supported by the existing research base. More than 300 studies that appeared to address the efficacy of formative assessment in grades K-12 were reviewed. Many of the studies had severely flawed research designs yielding uninterpretable results. Only 13 of the studies provided sufficient information to calculate relevant effect sizes. A total of 42 independent effect sizes were available. The median observed effect size was 0.25. Using a random effects model, a weighted mean effect size of 0.20 was calculated. Moderator analyses suggested that formative assessment might be more effective in English language arts (ELA) than in mathematics or science, with estimated effect sizes of 0.32, 0.17, and 0.09, respectively. Two types of implementation of formative assessment, one based on professional development and the other on the use of computer-based formative systems, appeared to be more effective than other approaches, yielding mean effect size of 0.30 and 0.28, respectively. Given the wide use and potential efficacy of good formative assessment practices, the paucity of the current research base is problematic. A call for more high-quality studies is issued. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10