Using No-Stakes Educational Testing to Mitigate Summer Learning Loss: A Pilot Study. Research Report. ETS RR-14-21

Autor/inn/en	Zaromb, Franklin; Adler, Rachel M.; Bruce, Kelly; Attali, Yigal; Rock, JoAnn
Titel	Using No-Stakes Educational Testing to Mitigate Summer Learning Loss: A Pilot Study. Research Report. ETS RR-14-21
Quelle	In: ETS Research Report Series, (2014), (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2330-8516
Schlagwörter	Educational Testing; Summer Programs; Grade 3; Grade 4; Grade 6; Grade 5; Grade 7; Grade 8; Community Programs; Student Evaluation; Reading Skills; Mathematics Skills; Comparative Analysis; Scores; Standardized Tests; Pretests Posttests; Program Effectiveness; Achievement Tests; Reading Tests; Mathematics Tests; Drills (Practice); Quasiexperimental Design; New Jersey; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Sommerkurs; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 06; 6. Schuljahr; Schuljahr 06; School year 05; 5. Schuljahr; Schuljahr 05; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Schulnote; Studentische Bewertung; Reading skill; Lesefertigkeit; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Standadised tests; Standardisierter Test; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Lesetest
Abstract	This study investigates the benefits of no-stakes educational testing during students' summer vacation as a strategy to mitigate summer learning loss. Fifty-one students in Grades 3-8 from the Every Child Valued (ECV) and Lawrence Community Center (LCC) summer programs in Lawrenceville, NJ, took short, online assessments throughout the summer, covering knowledge and procedural skills in both mathematics and reading that they had previously learned. Students were randomly assigned to mathematics or reading conditions, whereby over the course of 5 weeks, students in the mathematics condition took online assessments in mathematics fluency two or three times per week and students in the reading condition took online assessments in reading components skills (word recognition and decoding, vocabulary,morphological awareness, and reading comprehension) two or three times per week. All students completed tests in both math and reading components at the beginning and end of the summer in order to compare baseline and final performance. Although students did not show significant summer learning loss in either reading components or mathematics fluency, students in the reading condition scored significantly higher, on average, on standardized tests of reading components administered at the end of the study than students in the mathematics condition. Given the small sample size and variations in grade level, academic subjects, computer programs, and testing conditions, it is premature to draw any firm conclusions from these findings. (As Provided).
Anmerkungen	Educational Testing Service. Rosedale Road, MS19-R Princeton, NJ 08541. Tel: 609-921-9000; Fax: 609-734-5410; e-mail: RDweb@ets.org; Web site: https://www.ets.org/research/policy_research_reports/ets
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01