Phelan, J. C., Choi, K., Niemi, D., Vendlinski, T. P., Baker, E. L., & Herman, J. (2012). The effects of POWERSOURCE assessments on middle-school students’ math performance. Assessment in Education: Principles, Policy, & Practice, 19, 211-230.
The authors report the results from field testing of a formative assessment intervention in middle school mathematics. Specifically, the authors report on POWERSOURCE, a formative assessment intervention program which includes teacher professional development and instructional resources to support formative assessment practices. Data were collected from seven middle schools in two districts; classes were randomly assigned to treatment and control groups. Results indicate that students in the treatment group outperformed students in the control group on extended response and short answer questions. Findings also demonstrate effective use of high quality formative assessments in the classroom. The authors conclude that while results are promising, additional work is needed to better understand the effects of POWERSOURCE on student outcomes, particularly on measures independent of program materials.
Formative Assessment, Professional Development