Influence of Assessment for Learning Professional Development in Rural Georgia Public Schools

Author(s)

Marianne W. Cole, Liberty UniversityFollow

Date

8-2010

Department

School of Education

Degree

Doctor of Education (EdD)

Chair

Jeffrey Crawford

Primary Subject Area

Education, General

Keywords

assessment for learning, formative assessment, professional development

Recommended Citation

Cole, Marianne W., "Influence of Assessment for Learning Professional Development in Rural Georgia Public Schools" (2010). Doctoral Dissertations and Projects. 368.
https://digitalcommons.liberty.edu/doctoral/368

Comments

Please see attachments for appendices.

Abstract

This study investigated the effect of two models of professional development concerning Assessment for Learning on teacher perception of the effectiveness of Assessment for Learning strategies and student achievement as measured by standardized Georgia End of Course Tests. The study hypothesized that a positive relationship exists between teacher perception of the benefit of Assessment for Learning strategies and increased student achievement as measured by student performance on standardized Georgia End of Course Tests. The study hypothesized that a positive relationship exists between teacher participation in Assessment for Learning professional development and teacher positive perception of the benefit of Assessment for Learning strategies. The sample consisted of 174 teachers and 2,787 students in core content courses in grades 9-12 in rural Georgia schools. Teacher participants received training on Assessment for Learning in either a theory-based or application-based professional development class or were part of the control group not participating in Assessment for Learning professional development. Teacher participants completed a detailed survey to gather assessment perception data. Students participated in instruction and completed Georgia End of Course Tests (EOCT), standardized achievement assessments, to gather performance data. Multiple ANOVA were used to statistically analyze the data and a relationship was found between teacher participation in formative-assessment professional development and student performance on standardized Georgia End of Course Tests.