"Case Study: Formative Assessment Driven Instruction and Standardized T" by Gregory Laurence Nelson

Program

Education Doctorate

Year Approved

2020

First Advisor

Sicoli, Aldo

Abstract

Accountability measures have been employed in United States schools to meet the demands of a globalized society with a standardized testing system used to assess student growth. The purpose of this study was to determine the relationship between a research-backed pedagogical instructional approach, formative assessment-driven instruction, and success in a large-scale standardized test system. Standardized testing is a practical necessity for an accountability system and if an authentic instructional process could be of support, a key piece of evidence will be brought forward to the educational equation. This was a quantitative ex-post facto archival case study. An analysis of data over the five years of this study showed no significant relationship between a formative assessment-driven instructional approach and improved standardized test scores.

Degree Name

Education Doctorate

Document Type

Doctoral dissertation

Terms of Use and License Information

Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.

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