The Relationship Between Formative Assessment and Reading Achievement of Students From Different Ethnic Groups? A Multigroup Analysis

• In Event: Poster Session 3
  In Poster Session: Research Methods and Approaches to Examining Academic and Behavioral Outcomes

Abstract

Drawing on the PISA 2009 US dataset, this study examines the relationship between formative assessment and reading achievement of students from different ethnic groups. The direct relationship between formative assessment and reading achievement is significantly stronger for Black students than for White students, whether or not student SES, gender, and school mean SES are controlled for. The total relationship (the direct plus the indirect relationship) between formative assessment and reading achievement also appears to be stronger for Black students than for White students; however, the difference is not statistically significant whether or not we control for covariates. No significant difference is found between White and Hispanic students in terms of the relationship between formative assessment and reading achievement.

Author

• Hongli Li, Georgia State University