Date of Award

1-1-2015

Language

English

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

College/School/Department

Department of Educational and Counseling Psychology

Program

Educational Psychology and Methodology

Content Description

1 online resource (ix, 138 pages) : illustrations (some color)

Dissertation/Thesis Chair

Heidi Andrade

Committee Members

Suzanne Harnett, Sigmund Tobias

Keywords

classroom assessment, effect size, English language arts, formative assessment, theater arts, Criterion-referenced tests, Educational tests and measurements, English language, Language arts, Drama in education

Subject Categories

Educational Assessment, Evaluation, and Research | Educational Psychology

Abstract

The purpose of this study was to examine the effects of criteria-referenced formative assessment (CRFA) on elementary students' achievement in theater arts and the transfer effect of the treatment on English language arts (ELA) achievement. The role of gender and task type in moderating the treatment-achievement relationship was also explored. The analytical sample included 520 fifth-grade students from thirteen classes who participated in the Arts Achieve project. Selection bias in treatment assignment was adjusted with propensity score analysis (Rosenbaum & Rubin, 1983) for the purposes of obtaining asymptotically unbiased estimates of treatment effects.

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