Using common formative assessments to promote student achievement: a case study of practice, leadership, and culture

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Using common formative assessments to promote student achievement: a case study of practice, leadership, and culture

Please use this identifier to cite or link to this item: http://hdl.handle.net/10355/15906

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dc.contributor.advisor MacGregor, Cynthia J. (Cynthia Jane), 1962- en_US
dc.contributor.author Wall, Patricia
dc.contributor.other University of Missouri-Columbia. Graduate School. Theses and Dissertations. Dissertations. 2012 Dissertations en_US
dc.date.accessioned 2012-10-31T13:50:19Z
dc.date.available 2012-10-31T13:50:19Z
dc.date.issued 2012
dc.date.submitted 2012 Summer en_US
dc.identifier.other WallP-071812-D341
dc.identifier.uri http://hdl.handle.net/10355/15906
dc.description Title from PDF of title page (University of Missouri--Columbia, viewed on October 31, 2012). en_US
dc.description The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. en_US
dc.description Dissertation advisor: Dr. Cynthia MacGregor en_US
dc.description Includes bibliographical references. en_US
dc.description Vita. en_US
dc.description Ed. D. University of Missouri--Columbia 2012. en_US
dc.description Dissertations, Academic -- University of Missouri--Columbia -- Educational leadership and policy analysis. en_US
dc.description "July 2012" en_US
dc.description.abstract This qualitative case study analyzed the perceptions of third, fourth, and fifth grade-level teachers via six focus group discussions. In addition, three leadership interviews and an open-ended online survey gleaned additional insights from the instructional staff at this upper elementary school. Evidence indicated the use of common formative assessments in this school did contribute to sustained mathematics achievement. Three major themes emerged: The focus and alignment of curriculum, instruction, and assessments, using assessment data to drive instruction, and differentiating instruction to meet student learning needs. Four predominant types of leadership facilitated the implementation and effective use of common formative assessments: (a) renewal leadership, (b) moral/ethical leadership, (c) instructional leadership, and (d) distributed leadership. Cultural characteristics that emerged as having significant contributions included: (a) reculture, (b) teacher collaboration, (c) high expectations, and (d) caring relationships. This study was significant as it describes the practices, types of leadership, and cultural characteristics of an upper elementary school that has effectively implemented common formative assessments and has experienced a 29% gain in mathematics scores since implementation. Discussion of study findings would be useful for school leaders seeking to implement strategies, especially assessment strategies, in efforts to increase student achievement. en_US
dc.format.extent xi, 207 pages en_US
dc.language.iso en_US en_US
dc.publisher University of Missouri--Columbia en_US
dc.relation.ispartof 2012 Freely available dissertations (MU) en_US
dc.subject formative assessment en_US
dc.subject elementary education en_US
dc.subject school culture en_US
dc.subject school leadership en_US
dc.title Using common formative assessments to promote student achievement: a case study of practice, leadership, and culture en_US
dc.type Thesis en_US
thesis.degree.discipline Educational leadership and policy analysis en_US
thesis.degree.grantor University of Missouri--Columbia en_US
thesis.degree.name Ed. D. en_US
thesis.degree.level Doctoral en_US


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