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An effect size of about .70 (or .40–.70) is often claimed for the efficacy of formative assessment, but is not supported by the existing research base. More than 300 studies that appeared to address the efficacy of formative assessment in grades K‐12 were reviewed. Many of the studies had severely flawed research designs yielding uninterpretable results. Only 13 of the studies provided sufficient information to calculate relevant effect sizes. A total of 42 independent effect sizes were available. The median observed effect size was .25. Using a random effects model, a weighted mean effect size of .20 was calculated. Moderator analyses suggested that formative assessment might be more effective in English language arts (ELA) than in mathematics or science, with estimated effect sizes of .32, .17, and .09, respectively. Two types of implementation of formative assessment, one based on professional development and the other on the use of computer‐based formative systems, appeared to be more effective than other approaches, yielding mean effect size of .30 and .28, respectively. Given the wide use and potential efficacy of good formative assessment practices, the paucity of the current research base is problematic. A call for more high‐quality studies is issued. 相似文献
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Vaughan Van Hecke A Mundy PC Acra CF Block JJ Delgado CE Parlade MV Meyer JA Neal AR Pomares YB 《Child development》2007,78(1):53-69
Infant joint attention has been observed to be related to social-emotional outcomes in at-risk children. To address whether this relation is also evident in typically developing children, 52 children were tested at 12, 15, 24, and 30 months to examine associations between infant joint attention and social outcomes. Twelve-month initiating and responding to joint attention were related to 30-month social competence and externalizing behavior, even when accounting for 15-month temperament ratings, 24-month cognition and language, and demographic variables. These results suggest that, in addition to associations with language and cognition, infant joint attention reflects robust aspects of development that are related to individual differences in the emergence of social and behavioral competence in childhood. 相似文献
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Arthur G. Neal 《Journal of American culture (Malden, Mass. : 2003)》2009,32(3):274-274
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The techniques described in Part I of this paper for the calculation of plastic failure loads under proportional loading are further exemplified by indicating solutions for a rectangular building frame, a Vierendeel girder, and a shed-type portal frame. A method for estimating deflections of a frame just as the collapse load is attained is then described, with some indications as to its reliability. More general conditions of loading than proportional loading are next discussed, and generalized load and failure concepts are defined. The theorems and techniques for determining critical shakedown loads under variable, repeated loading are then described and illustrated. The relation of the elastic-plastic shakedown analysis to the much simpler analysis for failure under single load applications is discussed. 相似文献
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