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Progress Report Year 4: National Center for Research on Evaluation, Standards, and Student Testing (CRESST). The Development and Impact of POWERSOURCE[C]. CRESST Report 795

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Title: Progress Report Year 4: National Center for Research on Evaluation, Standards, and Student Testing (CRESST). The Development and Impact of POWERSOURCE[C]. CRESST Report 795
Language: English
Authors: Baker, Eva L., National Center for Research on Evaluation, Standards, and Student Testing
Source: National Center for Research on Evaluation, Standards, and Student Testing (CRESST). 2011.
Availability: National Center for Research on Evaluation, Standards, and Student Testing (CRESST). 300 Charles E Young Drive N, GSE&IS Building 3rd Floor, Mailbox 951522, Los Angeles, CA 90095-1522. Tel: 310-206-1532; Fax: 310-825-3883; Web site: http://www.cresst.org
Peer Reviewed: N
Physical Description: PDF
Page Count: 55
Publication Date: 2011
Sponsoring Agency: Institute of Education Sciences (ED)
Document Type: Reports - Research
Education Level: Elementary Secondary Education
Grade 6
Grade 7
Grade 8
Junior High Schools
Middle Schools
Secondary Education
Descriptors: Formative Evaluation, Student Evaluation, Mathematics Education, Intervention, Middle Schools, Grade 6, Grade 7, Grade 8, Program Implementation, Program Effectiveness, Field Tests, Middle School Teachers, Faculty Development, Material Development
Abstract: The POWERSOURCE[C] intervention is intended as a generalizable and powerful formative assessment strategy that can be integrated with any on-going mathematics curriculum to improve teachers' knowledge and practice and, in turn, student learning. Combining theory and research in cognition, assessment and learning (for both adults and students) with design elements to support the transformation of practice within existing constraints, POWERSOURCE[C] includes both a system of learning-based assessments and an infrastructure to support teachers' use of those assessments to improve student learning. The current study focuses on middle school mathematics, starting in grade 6, and on helping to assure that students possess key understandings they need for success in Algebra I. Such a focus is motivated by ample research showing the frequency and price of failure for subsequent academic performance, including high school graduation, college entry and preparation (e.g., Brown & Niemi, 2007). The author and her colleagues' primary research objectives are based on their hypotheses that as a result of POWERSOURCE[C], teachers will become more proficient in their subject matter knowledge, more skilled in their formative use of assessment, and better focus their instruction on key ideas, and, as a result, will be more effective in helping students to improve their understanding, as shown by measures of student learning. Ultimately, they expect the improvements in student understanding to drive better performance on No Child Left Behind (NCLB) mandated state tests, transfer measures, and future coursework. This report summarizes some of the key trends found across this qualitative data set. The findings provided some useful information and insights as the implementation continues to move into other schools or districts. (Contains 7 figures and 9 tables.)
Abstractor: ERIC
Number of References: 60
Entry Date: 2011
Accession Number: ED522826
Database: ERIC
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  Data: National Center for Research on Evaluation, Standards, and Student Testing (CRESST). 300 Charles E Young Drive N, GSE&IS Building 3rd Floor, Mailbox 951522, Los Angeles, CA 90095-1522. Tel: 310-206-1532; Fax: 310-825-3883; Web site: http://www.cresst.org
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  Data: The POWERSOURCE[C] intervention is intended as a generalizable and powerful formative assessment strategy that can be integrated with any on-going mathematics curriculum to improve teachers' knowledge and practice and, in turn, student learning. Combining theory and research in cognition, assessment and learning (for both adults and students) with design elements to support the transformation of practice within existing constraints, POWERSOURCE[C] includes both a system of learning-based assessments and an infrastructure to support teachers' use of those assessments to improve student learning. The current study focuses on middle school mathematics, starting in grade 6, and on helping to assure that students possess key understandings they need for success in Algebra I. Such a focus is motivated by ample research showing the frequency and price of failure for subsequent academic performance, including high school graduation, college entry and preparation (e.g., Brown & Niemi, 2007). The author and her colleagues' primary research objectives are based on their hypotheses that as a result of POWERSOURCE[C], teachers will become more proficient in their subject matter knowledge, more skilled in their formative use of assessment, and better focus their instruction on key ideas, and, as a result, will be more effective in helping students to improve their understanding, as shown by measures of student learning. Ultimately, they expect the improvements in student understanding to drive better performance on No Child Left Behind (NCLB) mandated state tests, transfer measures, and future coursework. This report summarizes some of the key trends found across this qualitative data set. The findings provided some useful information and insights as the implementation continues to move into other schools or districts. (Contains 7 figures and 9 tables.)
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      – SubjectFull: Formative Evaluation
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      – SubjectFull: Mathematics Education
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      – SubjectFull: Intervention
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      – SubjectFull: Middle Schools
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