Date
5-2020
Department
School of Education
Degree
Doctor of Education in Educational Leadership (EdD)
Chair
Lisa Reason
Keywords
Formative Assessments, Common Formative Assessment, Achievement Scores, End-of-Course Assessment
Disciplines
Education
Recommended Citation
Calhoun, Justin Michael, "The Effect of Teacher-Team Generated Formative Assessments on Student Writing Achievement Test Levels" (2020). Doctoral Dissertations and Projects. 2498.
https://digitalcommons.liberty.edu/doctoral/2498
Abstract
Formative assessment has been studied for the last 2 decades. Increased high-stakes accountability requirements have intensified the focus on preparing students to demonstrate increased achievement on end-of-course summative tests. Districts have turned to common formative assessments as a means to increase student achievement on end-of-course testing. Therefore, more study was needed to determine if common formative assessments lead to increased students’ achievement on summative writing assessments. This causal-comparative study examined two groups of eleventh-grade students to determine if any differences existed between student achievement scores on teacher-created formative assessments and common formative assessments created by teacher teams. Data were gathered from eight high schools that represented the entire population of Northeast Tennessee. A two-way analysis of variance (ANOVA) was used to analyze data, and findings indicated that statistically significant differences existed when common formative assessments were administered to eleventh-grade students.
