Article ID | Journal | Published Year | Pages | File Type |
---|---|---|---|---|
6834682 | Computers & Education | 2018 | 31 Pages |
Abstract
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 (nâ¯=â¯619) and 39 control schools (nâ¯=â¯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.
Keywords
Related Topics
Social Sciences and Humanities
Social Sciences
Education
Authors
Janke M. Faber, Adrie J. Visscher,