Publication type (article vs. thesis) 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? Effect sizes for articles (d = .78) and theses (d = .57) were both significant, but the subgroup difference was not (Q = 2.27, df = 1, p = .13). → 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 comparing 33 effect sizes from published articles with 14 from master's and doctoral theses. The article reports the subgroups "did not make a significant contribution to the variance"; the author concludes the finding was resistant to file-drawer threat.
"Heterogeneity test also showed that effect sizes of subgroups according to their publication type did not make a significant contribution to the variance (Q=2.27, df=1, p= .13)."
Discussion¶
Related Claims¶
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- Effect sizes differ significantly by publication type, with master's theses and articles showing higher effects than PhD theses. — reports the opposite
- Effect sizes of PBL on science achievement differ significantly by publication type, with conference proceedings showing a negative effect — related
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