Improving Explanations: A Formative Assessment Intervention

• In Event: 58.059 - Classroom Assessment: Formative Assessment

Abstract

The Formative Assessments in Mathematics project aims to understand formative assessment practices as well as implementing interventions to improve these practices. One such intervention targeted improving feedback to students through teacher instruction, which was demonstrated through higher performance on assessments. Our analyses explore the relationship between knowing and explaining a correct answer. Students of teachers participating in our intervention were found to be more likely to know and explain a correct answer than our control group through the usage of quantitative analyses. However, treatment teachers did not report placing additional emphasis on explanations than their control counterparts. By examining explanations, we can make more substantiated conclusions about students’ understanding.

Authors

• Susan E. Rowe, University of California - Davis

• Leslie C. Banes, University of California - Davis

• Jamal Abedi, University of California - Davis