26th Annual Student Research Conference
Assessment for Learning and Mathematics Retention
Frankie J. Bruning♦
Dr. Wendy Miner, Faculty Mentor
This action research study examined the effects of assessment for learning strategies on mathematics retention. Sixth-grade students enrolled in pre-algebra classes (n=59) were given post-assessments at the end of each of four chapters. After each test, all students submitted test corrections and completed extra practice on standards where they did not demonstrate proficiency. If students earned a grade of C or lower on any post-assessment, they were given the opportunity to retest contingent upon submitting test corrections, completing extra practice problems, and attending at least three before or after school tutoring sessions. Retention was assessed through a cumulative test. Students who demonstrated proficiency on retake exams also retained the information over time. Because overall mean scores on the cumulative exam were higher than mean scores on the initial tests, assessment for learning strategies may have contributed to mastery and retention of material for all students.
Keywords: assessment for learning, retesting, corrective instruction, mathematics retention
Topic(s):Education
Presentation Type: Oral Paper
Session: 101-5
Location: VH 1010
Time: 9:00