The effects of a digital formative assessment tool on mathematics achievement and student motivation: Results of a randomized experiment

  • 5 Citations

Abstract

In this study a randomized experimental design was used to examine the effects of a digital formative assessment tool on mathematics achievement and motivation in grade three primary education (n schools = 79, n students = 1808). Experimental schools used a digital formative assessment tool whereas control schools used their regular teaching methods and materials. The tool provides student feedback, feedback to teachers, and adaptive assignments. Data included standardized achievement pre-posttest data, student motivation survey data, classroom observation data, and student log files. Multilevel analysis revealed positive effects on student achievement and motivation. Students’ intensity of use measurements support the effects found on student achievement and motivation. Furthermore, achievement effects were higher for high-performing students.
Original languageEnglish
Pages (from-to)83-96
JournalComputers & education
Volume106
DOIs
StatePublished - 2017

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Students
achievement
motivation
student
tool
effect
assessment
mathematics
feedback
school
Feedback
data
teaching materials
multi-level analysis
primary education
teaching method
Design of experiments
Teaching
intensity
school grade

Keywords

  • METIS-319789
  • IR-102677

Cite this

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title = "The effects of a digital formative assessment tool on mathematics achievement and student motivation: Results of a randomized experiment",
abstract = "In this study a randomized experimental design was used to examine the effects of a digital formative assessment tool on mathematics achievement and motivation in grade three primary education (n schools = 79, n students = 1808). Experimental schools used a digital formative assessment tool whereas control schools used their regular teaching methods and materials. The tool provides student feedback, feedback to teachers, and adaptive assignments. Data included standardized achievement pre-posttest data, student motivation survey data, classroom observation data, and student log files. Multilevel analysis revealed positive effects on student achievement and motivation. Students’ intensity of use measurements support the effects found on student achievement and motivation. Furthermore, achievement effects were higher for high-performing students.",
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author = "Janke Faber and Luyten, {Johannes W.} and Visscher, {Arend J.}",
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AB - In this study a randomized experimental design was used to examine the effects of a digital formative assessment tool on mathematics achievement and motivation in grade three primary education (n schools = 79, n students = 1808). Experimental schools used a digital formative assessment tool whereas control schools used their regular teaching methods and materials. The tool provides student feedback, feedback to teachers, and adaptive assignments. Data included standardized achievement pre-posttest data, student motivation survey data, classroom observation data, and student log files. Multilevel analysis revealed positive effects on student achievement and motivation. Students’ intensity of use measurements support the effects found on student achievement and motivation. Furthermore, achievement effects were higher for high-performing students.

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