The impact of criteria-referenced formative assessment on fifth-grade students' theater arts achievement

被引：8

作者：

Chen, Fei ^{[1
]}

Andrade, Heidi ^{[2
]}

机构：

[1] Univ N Carolina, Dept Anesthesiol, Chapel Hill, NC 27599 USA

[2] SUNY Albany, Dept Educ & Counseling Psychol, Albany, NY 12222 USA

来源：

JOURNAL OF EDUCATIONAL RESEARCH | 2018年 / 111卷 / 03期

关键词：

Assessment for learning; criteria-referenced assessment; formative assessment; peer assessment; self-assessment; theater education; PROPENSITY SCORE; COVARIATE BALANCE; TEACHER FEEDBACK; SELF-ASSESSMENT; PEER FEEDBACK; DESIGN; TOOL;

D O I：

10.1080/00220671.2016.1255870

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

The purpose of this study was to examine the effects of criteria-referenced formative assessment (CRFA) on students' achievement in theater arts. The role of type of task in differentiating the treatment-achievement relationship was explored. The analytical sample included 520 fifth-grade students from 13 schools in New York City. Schools were randomly assigned to the treatment or control group. Selection bias in treatment assignment at student level was adjusted with propensity score analysis. CRFA had a positive effect on students' achievement on performance tasks (d = 0.25), but no significant effect on students' performance on the analytical constructed response tasks or the theater vocabulary multiple-choice items.

引用

页码：310 / 319

页数：10

共 21 条

[1] Criteria-referenced formative assessment in the arts
Fei Chen
Angela M. Lui
Heidi Andrade
Christopher Valle
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