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Mathematics Formative Assessment System: Testing the Theory of Action Based on the Results of a Randomized Field Trial

The purpose of the current study was to test the theory of action hypothesized for the Mathematics Formative Assessment System (MFAS) based on results from a large-scale randomized field trial. Using a multilevel structural equation modeling analytic approach with multiple latent response variables decomposed across student, teacher, and school levels of clustering, the current study found evidence of effects of MFAS that were consistent with the MFAS theory of action. First, assignment to the treatment condition was associated with higher mean student mathematics performance and a higher prevalence of small group instruction compared to schools assigned to the control condition—both of which are outcomes hypothesized to result from MFAS use. Also, a positive association between teacher-level mathematics knowledge for teaching and student mathematics performance was found in the current study, which is consistent with the interrelation of constructs specified in the MFAS theory of action. However, evidence of the particular linkages of MFAS use→teacher knowledge→classroom practice→student mathematics performance and the putative cascade of effects that would substantiate the mechanisms of change posited in the MFAS theory of action were not detected in the current study. Thus, positive effects of MFAS on teacher and student outcomes were substantiated; however, as to how the effects of MFAS on teachers transfer to improved outcomes for students remains to be empirically demonstrated. Based on my review of the results from the current study and consideration of the literature on formative assessment as it relates to the design of MFAS tasks and rubrics, I discuss a proposed modification to the theory of action that specifies the addition of a direct path from MFAS use to student mathematics performance, in addition to the indirect path currently specified. / A Dissertation submitted to the Department of Educational Leadership and Policy Studies in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Summer Semester 2016. / June 29, 2016. / Dynamic Assessment, Formative Assessment, Mediation Analysis, Multilevel Structural Equation Modeling, Multisite Cluster Randomized Field Trial / Includes bibliographical references. / Laura B. Lang, Professor Directing Dissertation; Barbara R. Foorman, University Representative; Carolyn D. Herrington, Committee Member; Jeffrey A. Milligan, Committee Member.

Identiferoai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_366080
ContributorsLavenia, Mark (authoraut), Lang, Laura B. (professor directing dissertation), Foorman, Barbara R. (university representative), Herrington, Carolyn D. (committee member), Milligan, Jeffrey Ayala (committee member), Florida State University (degree granting institution), College of Education (degree granting college), Department of Educational Leadership and Policy Studies (degree granting department)
PublisherFlorida State University, Florida State University
Source SetsFlorida State University
LanguageEnglish, English
Detected LanguageEnglish
TypeText, text
Format1 online resource (224 pages), computer, application/pdf
RightsThis Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s). The copyright in theses and dissertations completed at Florida State University is held by the students who author them.

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