The Relationship Between Teachers' Formative Assessment Practices and Student Reading Growth

Download or read book The Relationship Between Teachers' Formative Assessment Practices and Student Reading Growth written by Jason E. Miller and published by . This book was released on 2013 with total page 184 pages. Available in PDF, EPUB and Kindle. Book excerpt: This quantitative research study examines the relationship between teachers' understanding of the formative assessment process and their students' growth in reading skills. Using a correlational research design, the participants included 93 teachers, kindergarten through sixth grade, in a south-central Minnesota school district. The district serves more than 7,000 students in grades K-12. A Formative Assessment Survey (based on the work of Edman, Gilbreth, and Wynn, 2010) was administered to these teachers. The school district provided the percentage of students who met or exceeded their Measures of Academic Progress (MAP) reading growth target for each teacher's classroom. A Spearman's rho correlation coefficient of .196, with a critical table value of .06, was calculated. Although the correlation coefficient was positive, the results indicated a statistically insignificant relationship between the two sets of data collected. Recommendations for further research include a closer examination of teachers' knowledge of, and application of, the formative assessment process.