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The Influence of an Internet-Based Formative Assessment Tool on Primary Grades Students' Number Sense Achievement

机译：基于Internet的形成性评估工具对小学三年级学生数字感成绩的影响

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This study examined primary grades students' achievement on number sense tasks administered through an Internet-based formative assessment tool, Assessing Math Concepts Anywhere. Data were analyzed from 2,357 students in teachers' classrooms who had participated in a year-long professional development program on mathematics formative assessment, 1,427 students from teachers who had participated in the program in the year prior, and 9,783 students whose teachers had not participated at all. Analyses indicated that all students in the treatment group demonstrated growth, and that student achievement was influenced by the number of times the assessment was used to collect data and make instructional decisions. Further, there was a relationship between districts' socioeconomic status and growth, meaning students from impoverished backgrounds grew more than their peers.
机译：这项研究检查了小学三年级学生在通过基于Internet的形成性评估工具“随处评估数学概念”进行的数字感知任务方面的成绩。分析了教师课堂中2,357名学生的数据，这些学生参加了为期一年的数学形成性评估专业发展计划； 1,427名来自前一年的教师的学生；以及9,783名教师没有参加的学生。所有。分析表明，治疗组中的所有学生都表现出成长，并且学生的成绩受评估被用来收集数据和做出教学决定的次数的影响。此外，学区的社会经济地位与成长之间存在联系，这意味着来自贫困背景的学生的成长比同龄人还要多。

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