Advanced search
Publication Cover
The Journal of Educational Research Volume 104, 2011 - Issue 5
Submit an article Journal homepage
1,869
Views
13
CrossRef citations to date
0
Altmetric
Original Articles

Differential Improvement in Student Understanding of Mathematical Principles Following Formative Assessment Intervention

Julia Phelan National Center for Research on Evaluation, Standards, Student Testing (CRESST)/University of California, Los Angeles
,
Kilchan Choi National Center for Research on Evaluation, Standards, Student Testing (CRESST)/University of California, Los Angeles
,
Terry Vendlinski National Center for Research on Evaluation, Standards, Student Testing (CRESST)/University of California, Los Angeles
,
Eva Baker National Center for Research on Evaluation, Standards, Student Testing (CRESST)/University of California, Los Angeles
&
Joan Herman National Center for Research on Evaluation, Standards, Student Testing (CRESST)/University of California, Los Angeles
Pages 330-339 | Published online: 02 Aug 2011

Citations (13)

Keep up to date with the latest research on this topic with citation updates for this article.

Subscribe to citation updates

Read on this site (4)

Ann-Katrin van den Ham & Aiso Heinze. (2022) Evaluation of a State-Wide Mathematics Support Program for at-Risk Students in Grade 1 and 2 in Germany. Journal of Research on Educational Effectiveness 15:4, pages 687-716.
Read now
Ryan Williams, Martyna Citkowicz, David I. Miller, Jim Lindsay & Kirk Walters. (2022) Heterogeneity in Mathematics Intervention Effects: Evidence from a Meta-Analysis of 191 Randomized Experiments. Journal of Research on Educational Effectiveness 15:3, pages 584-634.
Read now
Hansol Lee, Huy Q. Chung, Yu Zhang, Jamal Abedi & Mark Warschauer. (2020) The Effectiveness and Features of Formative Assessment in US K-12 Education: A Systematic Review. Applied Measurement in Education 33:2, pages 124-140.
Read now
Laura M. Desimone & Katie Pak. (2017) Instructional Coaching as High-Quality Professional Development. Theory Into Practice 56:1, pages 3-12.
Read now

Articles from other publishers (9)

Noaga Dieudonné Kaboré, Éric Frenette & Marie-Hélène Hébert. (2022) Revue systématique sur les pratiques évaluatives probantes en évaluation formative à l’enseignement primaire et secondaireSystematic review of evidence-based formative assessment practices in elementary and secondary teachingRevisión sistemática de las prácticas evaluativas probatorias en evaluación formativa para la enseñanza primaria y secundaria. Revue des sciences de l'éducation 48:1.
Crossref
Marja Van den Heuvel-Panhuizen, Ali Akbar Sangari & Michiel Veldhuis. (2021) Teachers’ Use of Descriptive Assessment in Primary School Mathematics Education in Iran. Education Sciences 11:3, pages 100.
Crossref
Julian Moreno & Andres F. Pineda. (2020) A Framework for Automated Formative Assessment in Mathematics Courses. IEEE Access 8, pages 30152-30159.
Crossref
Keith W. Thiede, Jonathan L. Brendefur, Michele B. Carney, Joe Champion, Lindsey Turner, Roger Stewart & Richard D. Osguthorpe. (2018) Improving the accuracy of teachers' judgments of student learning. Teaching and Teacher Education 76, pages 106-115.
Crossref
Xiaoyan Zhao, Marja Van den Heuvel-Panhuizen & Michiel Veldhuis. (2017) Chinese Primary School Mathematics Teachers’ Assessment Profiles: Findings from a Large-Scale Questionnaire Survey. International Journal of Science and Mathematics Education 16:7, pages 1387-1407.
Crossref
Birgit Schütze, Katrin Rakoczy, Eckhard Klieme, Michael Besser & Dominik Leiss. (2017) Training effects on teachers’ feedback practice: the mediating function of feedback knowledge and the moderating role of self-efficacy. ZDM 49:3, pages 475-489.
Crossref
Eva L. Baker, Gregory K. W. K. Chung & Li Cai. (2016) Assessment Gaze, Refraction, and Blur. Review of Research in Education 40:1, pages 94-142.
Crossref
Clara Viegas, Gustavo Alves & Natercia Lima. (2015) Formative assessment diversity to foster students engagement. Formative assessment diversity to foster students engagement.
E. C. Hedberg & Larry V. Hedges. (2014) Reference Values of Within-District Intraclass Correlations of Academic Achievement by District Characteristics. Evaluation Review 38:6, pages 546-582.
Crossref

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Order Reprints Request Corporate Permissions

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

Request Academic Permissions

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.

Related research

People also read lists articles that other readers of this article have read.

Recommended articles lists articles that we recommend and is powered by our AI driven recommendation engine.

Cited by lists all citing articles based on Crossref citations.
Articles with the Crossref icon will open in a new tab.