Date Approved

7-28-2016

Embargo Period

7-28-2016

Document Type

Thesis

Degree Name

M.A. Special Education

Department

Interdisciplinary and Inclusive Education

College

College of Education

First Advisor

Kuder, Sydney

Subject(s)

Educational tests and measurements; Mathematics--Education (Elementary)

Disciplines

Science and Mathematics Education | Special Education and Teaching

Abstract

The purpose of this study is to determine whether or not formative assessment strategies enhance the educational learning experience for lower level learners in a mathematics classroom setting. The selected students are supported by a Basic Skills teacher and perform below grade level. The FA group, Formative Assessment group, was given two variations of Formative Assessments to use each day. The IAL group, Instruction as Usual group, continued as is. The formative assessment strategies used were mini white boards and a mathematical graphic organizer allowing the students to determine the problem, question being asked, information provided, which operation to choose, and inverse operations in order to check the work presented. The students were evaluated by performing a Pre and Post Topic assessment. The results had shown that although both groups improved significantly from pre to post assessment, the FA group produced stronger scores.

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