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

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  • Author(s): Chen, Fei; Andrade, Heidi
  • Language:
    English
  • Source:
    Journal of Educational Research. 2018 111(3):310-319.
  • Publication Date:
    2018
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
    • Peer Reviewed:
      Y
    • Source:
      10
    • Education Level:
      Grade 5
    • Subject Terms:
      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
    • Subject Terms:
      New York (New York)
    • Accession Number:
      10.1080/00220671.2016.1255870
    • ISSN:
      0022-0671
    • 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.
    • Abstract:
      As Provided
    • Number of References:
      82
    • Publication Date:
      2018
    • Accession Number:
      EJ1172984