The Relationship between Teacher Online Formative Assessment Practices and Student Online Formative Assessment Scores

• In Event: Roundtable Session 84
  In Roundtable Session: Online and Interactive Formative Assessments

Abstract

Studies have shown that teachers who engage in more frequent and quality formative assessment (FA) practices have higher learning gains in their students. The relationship between a recently developed measure of teacher (N = 11) online FA practices (i.e., the Online Formative Assessment Survey; OFAS) and student (N = 266) online FA scores was examined using a Three-Level Hierarchical Linear Growth Model. A secondary goal was to begin validating the scores on the OFAS. It was found that teacher OFAS scores had a significant and positive relationship with student online FA growth. Improvements in teacher professional development regarding online FA can increase student learning and provide some evidence to use the OFAS to gauge progress towards meeting state educational standards.

Authors

• Aryn C. Karpinski, Louisiana State University - Health Sciences Center New Orleans

• Jerome V. D'Agostino, The Ohio State University

• Anne-Evan K. Williams, The Ohio State University

• Sue Ann Highland, Colorado Department of Education

• Jennifer Mellott, Kent State University - Kent