The Effects of Formative Assessment in a Networked Classroom on Student Learning of Algebraic Concepts

Principal Investigator: 
Co-Investigator: 
Project Overview
Background & Purpose: 

The goal of the study is to investigate the use of formative assessment in a networked classroom as it affects middle grades student learning of algebraic concepts. The project is studying the effects of teachers using formative assessment with and without the use of the TI-Navigator System, that allows wireless connections between the teacher and students. While the focus is on student growth in achievement, the project is also exploring the challenges of implementing formative assessment and researching feasible ways for teachers to implement formative assessment strategies with the use of the TI-Navigator System.

Setting: 

The project is being conducted by the faculty at the University of Hawai‘i at Mānoa and involves 32 seventh-grade teachers from 15 public and private schools in the state. The public schools are all within the same school district as the State of Hawai‘i has only one district. The schools are on four different islands. All of the teachers will receive technology tools including Visualizers (Elmo), a teacher computer, projection system, TI-Navigator System and a classroom set of TI-73 calculators.

Research Design: 

The research design for this project is comparative, and is designed to generate evidence that is descriptive using case study, and observation, associative/ correlational, and causal using quasi-experimental methods. This project includes an intervention which is teachers receiving formative assessment and formative assessment with the TI-Navigator System in different configurations over a two-year period of summer training and follow up sessions. Comparative student scores on a project-constructed assessment of algebraic concepts in the State of Hawaii seventh-grade standards will be used to compare student data between the two different professional development formats

This project collects original data using diaries/ journals/ records kept by study subjects, assessments of learning/ achievement tests, and self-completion questionnaires. The project has created: an assessment of algebraic concepts associated with seventh-grade standards and benchmarks; Teaching Practice and Perception Questionnaire; Teacher Background and Context Survey; Technology Questionnaire; and Assessment of Knowledge, Self-Efficacy and Practice Questionnaire. Project is also using the Learning Mathematics for Teaching assessment. The data is not yet analyzed from year 1.

Findings: 

To date this project has not generated any findings.

Other Products: 

A professional development model for formative assessment and TI-Navigator training has been generated.