The Impact of Criteria-Referenced Formative Assessment on Fifth-Grade Students' Theater Arts Achievement

Autor/inn/en	Chen, Fei; Andrade, Heidi
Titel	The Impact of Criteria-Referenced Formative Assessment on Fifth-Grade Students' Theater Arts Achievement
Quelle	In: Journal of Educational Research, 111 (2018) 3, S.310-319 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.1080/00220671.2016.1255870
Schlagwörter	Theater Arts; Grade 5; Formative Evaluation; Self Evaluation (Individuals); Peer Evaluation; Academic Achievement; Experimental Groups; Control Groups; Probability; Elementary School Students; Criterion Referenced Tests; Statistical Analysis; New York (New York) + Suchen Sie Ihr Suchwort? Theaterwissenschaft; School year 05; 5. Schuljahr; Schuljahr 05; Schulleistung; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Statistische Analyse
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01