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Direct linkKlute, Mary; Yanoski, David; Rhoads, Christopher; Norford, Jennifer; Joyce, Jeanette; Serdiouk, Marina – Grantee Submission, 2019
The purpose of this research study was to evaluate iPersonalize, a gamified instructional approach developed by Fullerton School District (FSD) in California to encourage student engagement and promote achievement. An instructional approach is considered gamified when it incorporates computer game elements to augment existing classroom,…
Descriptors: Game Based Learning, Educational Technology, Technology Uses in Education, Learner Engagement
Klute, Mary; Yanoski, David; Rhoads, Christopher; Norford, Jennifer; Joyce, Jeanette; Serdiouk, Marina – Marzano Research, 2019
The purpose of this research study was to evaluate iPersonalize, a gamified instructional approach developed by Fullerton School District (FSD) in California to encourage student engagement and promote achievement. An instructional approach is considered gamified when it incorporates computer game elements to augment existing classroom,…
Descriptors: Game Based Learning, Educational Technology, Technology Uses in Education, Learner Engagement
Supovitz, Jonathan; Ebby, Caroline B.; Sirinides, Philip – Consortium for Policy Research in Education, 2013
This interactive electronic report provides an overview of an innovative new instrument developed by researchers at the Consortium for Policy Research in Education (CPRE) to authentically measure teachers' formative assessment practices in mathematics. The Teacher Analysis of Student Knowledge, or TASK, instrument assesses mathematics teachers'…
Descriptors: Mathematics Instruction, Student Evaluation, Formative Evaluation, Measures (Individuals)
Irvin, P. Shawn; Park, Bitnara Jasmine; Alonzo, Julie; Tindal, Gerald – Behavioral Research and Teaching, 2012
Within a response to intervention system of teaching and learning, important instructional decision-making (e.g., implementation of targeted intervention) is regularly tied to the results of formative assessments administered to students throughout the academic year. The validity of these instructional decisions depends to an extent on the…
Descriptors: Alignment (Education), Curriculum Based Assessment, Mathematics Tests, Academic Standards
McMillen, Brad – Wake County Public School System, 2012
This analysis was conducted to examine the relationship between Wake Count Public Schools' students' performance on mid-year benchmark assessments and End-of-Grade (EOG) tests in both reading and math in grades 3-5 in school year 2010-11. Strong positive correlations were found between the mid-year benchmark assessment and EOG test scores for each…
Descriptors: Benchmarking, Formative Evaluation, Summative Evaluation, Grade 3
Park, Bitnara Jasmine; Irvin, P. Shawn; Alonzo, Julie; Tindal, Gerald – Behavioral Research and Teaching, 2012
Within a response to intervention system of teaching and learning, important instructional decision-making (e.g., implementation of targeted intervention) is regularly tied to the results of formative assessments administered to students throughout the academic year. The validity of these instructional decisions depends to an extent on the…
Descriptors: Alignment (Education), Curriculum Based Assessment, Mathematics Tests, Academic Standards
Irvin, P. Shawn; Saven, Jessica L.; Alonzo, Julie; Park, Bitnara Jasmine; Anderson, Daniel; Tindal, Gerald – Behavioral Research and Teaching, 2012
The results of formative assessments are regularly used to inform important instructional decisions (e.g., targeted intervention) within a response to intervention (RTI) system of teaching and learning. The validity of such instructional decision-making depends, in part, on the alignment between formative measures and the academic content…
Descriptors: Elementary School Mathematics, Curriculum Based Assessment, Mathematics Tests, Academic Standards
Saven, Jessica L.; Irvin, P. Shawn; Park, Bitnara Jasmine; Alonzo, Julie; Anderson, Daniel; Tindal, Gerald – Behavioral Research and Teaching, 2012
The results of formative assessments are regularly used to inform important instructional decisions (e.g., targeted intervention) within a response to intervention (RTI) system of teaching and learning. The validity of such instructional decision-making depends, in part, on the alignment between formative measures and the academic content…
Descriptors: Elementary School Mathematics, Curriculum Based Assessment, Mathematics Tests, Academic Standards
Alonzo, Julie; Tindal, Gerald – Behavioral Research and Teaching, 2008
This technical report describes the development and piloting of reading comprehension measures developed for use by fifth-grade students as part of an online progress monitoring assessment system, http://easycbm.com. Each comprehension measure is comprised of an original work of narrative fiction approximately 1500 words in length followed by 20…
Descriptors: Reading Comprehension, Reading Tests, Grade 5, Multiple Choice Tests
