The effects of a digital formative assessment tool on spelling achievement: Results of a randomized experiment

Janke M. Faber* (Corresponding Author), Adrie J. Visscher

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

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In this study, a randomized experimental design was used to examine the effects of a digital formative assessment tool on spelling achievement of third grade students (eight-to nine-years-olds). The sample consisted of 30 experimental schools (n = 619) and 39 control schools (n = 986). Experimental schools used a digital formative assessment tool, whereas control schools used their regular spelling instruction and materials. Data included standardized achievement pre-posttest data, the number of total assignments completed, and the percentage of adaptive assignments completed by students. Although the results did not show that the use of a digital formative assessment tool affected spelling achievement, the findings point to important issues upon which future research can build.

Original languageEnglish
Pages (from-to)1-8
Number of pages8
JournalComputers & education
Early online date7 Mar 2018
Publication statusPublished - 1 Jul 2018


  • Elementary education
  • Formative assessment
  • Improving classroom teaching
  • Teaching/learning strategies

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