Examining the Relationship Between Online Formative Assessment Applications and Classroom Assessment

• In Event: 25.082 - Fairmont Royal York Roundtable Session Three
  In Roundtable Session: 25.082-1 - Technology-Enhanced Formative Assessment and Feedback

Abstract

In this study, primary grade students’ achievements on number sense were examined through online formative assessment tool and classroom assessment. The purpose of the study is to compare teachers’ assessment results and AMC Anywhere online formative assessment tool outcomes based on Messick’s validity framework. There are positive correlations between classroom assessment and AMC Anywhere hiding and counting assessment scores. The multilevel analysis shows that second-grade students had significantly higher performance scores on hiding than first-grade students whereas first-grade students had significantly higher performance scores on counting than kindergarten students. This study provided further evidence of the construct validity of the hiding and counting assessment with classroom teachers’ assessments as external criteria.

Authors

• Tuba Gezer, University of North Carolina - Charlotte

• Chuang Wang, University of North Carolina - Charlotte

• David K. Pugalee, University of North Carolina - Charlotte

• Richard G. Lambert, University of North Carolina - Charlotte

• Andrew B. Polly, University of North Carolina - Charlotte

• Christie Lynn Martin, University of South Carolina - Columbia