Effects of Formative Assessment Strategies on the Fractions Computation Skills of Students With Disabilities

Brian A. Bottge; Xin Ma; Linda J. Gassaway; Megan Jones; Meg Gravil

doi:10.1177/0741932520942954

Effects of Formative Assessment Strategies on the Fractions Computation Skills of Students With Disabilities

Brian A. Bottge, Xin Ma, Linda J. Gassaway, Megan Jones, Meg Gravil

Research output: Contribution to journal › Article › peer-review

6 Scopus citations

Abstract

Learning to compute with fractions is a major challenge for many students and especially for students with disabilities (SWD). Phase 1 of this study employed a randomized pretest–posttest comparison design to test the effects of two versions of formative assessment combined with an instructional program called Fractions at Work. In one condition, teachers used technology-assisted prompts to assess student performance and remediate errors. In the comparison condition, teachers gave students the same items for assessing progress but used their own methods of reteaching. Results indicated no difference between the two methods. However, pretest-to-posttest gain scores were significantly higher on all three measures regardless of type of formative assessment, and students maintained much of what they had learned. Phase 2 examined issues related to instructional dosage. Students who received additional weeks of instruction scored significantly higher than students who went back to their business-as-usual curriculum.

Original language	English
Pages (from-to)	279-289
Number of pages	11
Journal	Remedial and Special Education
Volume	42
Issue number	5
DOIs	https://doi.org/10.1177/0741932520942954
State	Published - Oct 2021

Bibliographical note

Publisher Copyright:
© Hammill Institute on Disabilities 2020.

Funding

The author(s) disclosed receipt of the following financial support for the research, authorship and/or publication of this article: The research reported in this article was supported by a grant from the U.S. Department of Education, Institute of Education Sciences (R324A150035). Any opinions, findings, or conclusions are those of the authors and do not necessarily reflect the views of the supporting agency.

Funders	Funder number
U.S. Department of Education, OSERS
Institute of Education Sciences	R324A150035

Keywords

Mathematics instruction
formal/informal assessment
mathematics assessment
quantitative
research methodology

ASJC Scopus subject areas

Education
Public Health, Environmental and Occupational Health

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

Access to Document

10.1177/0741932520942954

Cite this

@article{57c5b2dd81bb410195e7b5960a63ba82,

title = "Effects of Formative Assessment Strategies on the Fractions Computation Skills of Students With Disabilities",

abstract = "Learning to compute with fractions is a major challenge for many students and especially for students with disabilities (SWD). Phase 1 of this study employed a randomized pretest–posttest comparison design to test the effects of two versions of formative assessment combined with an instructional program called Fractions at Work. In one condition, teachers used technology-assisted prompts to assess student performance and remediate errors. In the comparison condition, teachers gave students the same items for assessing progress but used their own methods of reteaching. Results indicated no difference between the two methods. However, pretest-to-posttest gain scores were significantly higher on all three measures regardless of type of formative assessment, and students maintained much of what they had learned. Phase 2 examined issues related to instructional dosage. Students who received additional weeks of instruction scored significantly higher than students who went back to their business-as-usual curriculum.",

keywords = "Mathematics instruction, formal/informal assessment, mathematics assessment, quantitative, research methodology",

author = "Bottge, \{Brian A.\} and Xin Ma and Gassaway, \{Linda J.\} and Megan Jones and Meg Gravil",

note = "Publisher Copyright: {\textcopyright} Hammill Institute on Disabilities 2020.",

year = "2021",

month = oct,

doi = "10.1177/0741932520942954",

language = "English",

volume = "42",

pages = "279--289",

number = "5",

}

TY - JOUR

T1 - Effects of Formative Assessment Strategies on the Fractions Computation Skills of Students With Disabilities

AU - Bottge, Brian A.

AU - Ma, Xin

AU - Gassaway, Linda J.

AU - Jones, Megan

AU - Gravil, Meg

N1 - Publisher Copyright: © Hammill Institute on Disabilities 2020.

PY - 2021/10

Y1 - 2021/10

N2 - Learning to compute with fractions is a major challenge for many students and especially for students with disabilities (SWD). Phase 1 of this study employed a randomized pretest–posttest comparison design to test the effects of two versions of formative assessment combined with an instructional program called Fractions at Work. In one condition, teachers used technology-assisted prompts to assess student performance and remediate errors. In the comparison condition, teachers gave students the same items for assessing progress but used their own methods of reteaching. Results indicated no difference between the two methods. However, pretest-to-posttest gain scores were significantly higher on all three measures regardless of type of formative assessment, and students maintained much of what they had learned. Phase 2 examined issues related to instructional dosage. Students who received additional weeks of instruction scored significantly higher than students who went back to their business-as-usual curriculum.

AB - Learning to compute with fractions is a major challenge for many students and especially for students with disabilities (SWD). Phase 1 of this study employed a randomized pretest–posttest comparison design to test the effects of two versions of formative assessment combined with an instructional program called Fractions at Work. In one condition, teachers used technology-assisted prompts to assess student performance and remediate errors. In the comparison condition, teachers gave students the same items for assessing progress but used their own methods of reteaching. Results indicated no difference between the two methods. However, pretest-to-posttest gain scores were significantly higher on all three measures regardless of type of formative assessment, and students maintained much of what they had learned. Phase 2 examined issues related to instructional dosage. Students who received additional weeks of instruction scored significantly higher than students who went back to their business-as-usual curriculum.

KW - Mathematics instruction

KW - formal/informal assessment

KW - mathematics assessment

KW - quantitative

KW - research methodology

UR - http://www.scopus.com/inward/record.url?scp=85089703479&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85089703479&partnerID=8YFLogxK

U2 - 10.1177/0741932520942954

DO - 10.1177/0741932520942954

M3 - Article

AN - SCOPUS:85089703479

SN - 0741-9325

VL - 42

SP - 279

EP - 289

JO - Remedial and Special Education

JF - Remedial and Special Education

IS - 5

ER -

Effects of Formative Assessment Strategies on the Fractions Computation Skills of Students With Disabilities

Abstract

Bibliographical note

Funding

Keywords

ASJC Scopus subject areas

UN SDGs

Access to Document

Other files and links

Fingerprint

Cite this