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Research Basis

A study was conducted to examine the influence of formative assessment practices on primary grades students’ number sense skills using the internet-based formative assessment tool, AMC Anywhere.

“The data analyzed in this study came from teacher-participants in the Assessment Practices to Support Mathematics Learning and Understanding for Students (APLUS) professional development project funded by the Department of Education’s Mathematics Science Partnership grant program.

The APLUS project provided teachers with approximately 70 hours of learning experiences related to the use of the internet-based formative assessment tool, AMC Anywhere, (Richardson, 2012), and the accompanying Developing Number Concepts curricular resources (Richardson, 1998). Participants in this study were 906 teachers and their 13,567 students in Grades K–2.

Results indicated there were statistically significant relationships between the use of formative assessment practices and primary grades students’ achievement on number sense tasks using the internet-based tool, AMC Anywhere. Further, students from impoverished settings, larger schools, and students who were assessed more frequently were associated with greater growth than their peers.”

—Polly, D., Wang, C. Martin, C. S., Lambert, R. G., Pugalee, D. K., Stephan, M., & Ringer, C. (2014, April). Examining the influence of professional development on primary students’ mathematical achievement. Paper presented at the 2014 Annual Meeting of the American Educational Research Association, Philadelphia, PA.

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