Education level does not significantly moderate the effect of formative assessment on student learning¶
Claim · All claims
Evidence · 1 study · quant-synthesisr3·q3
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? Although effect sizes were significant at each level (primary d = .89, secondary d = .71, tertiary d = .64), the between-group heterogeneity test was not significant (Q = .66, df = 2, p = .71). → Pinar Karaman 2021
Evidence¶
Pinar Karaman 2021¶
Pinar Karaman. (2021). The Effect of Formative Assessment Practices on Student Learning: A Meta-Analysis Study. International Journal of Assessment Tools in Education. https://doi.org/10.21449/ijate.870300
q3 · i? · quant-synthesis · r3
Mixed-effects subgroup analysis across primary (k = 8), secondary (k = 28), and tertiary (k = 11) education levels. The article reports that "comparison of subgroups at different education levels did not make a significant contribution to the variance"; the highest mean effect was at primary level and the lowest at tertiary level, but the difference was untested as significant.
"The results of the heterogeneity test yielded that comparison of subgroups at different education levels did not make a significant contribution to the variance (Q=.66, df=2, p= .71)."
Discussion¶
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