The Development and Impact of POWERSOURCE[c] [electronic resource] : Year 5. CRESST Report 792 / Julia Phelan, Terry Vendlinski and Kilchan Choi.
The POWERSOURCE[c] intervention is intended as a generalizable and powerful formative assessment strategy that can be integrated with any mathematics curriculum. POWERSOURCE[c] includes both a system of learning-based assessments and an infrastructure to support teachers' use of those assessmen...
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| Format: | Electronic eBook |
| Language: | English |
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[S.l.] :
Distributed by ERIC Clearinghouse,
2011.
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MARC
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| 100 | 1 | |a Phelan, Julia. | |
| 245 | 1 | 4 | |a The Development and Impact of POWERSOURCE[c] |h [electronic resource] : |b Year 5. CRESST Report 792 / |c Julia Phelan, Terry Vendlinski and Kilchan Choi. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 2011. | ||
| 300 | |a 254 p. | ||
| 500 | |a Availability: National Center for Research on Evaluation, Standards, and Student Testing (CRESST). 300 Charles E Young Drive N, GSE&IS Building 3rd Floor, Mailbox 951522, Los Angeles, CA 90095-1522. Tel: 310-206-1532; Fax: 310-825-3883; Web site: http://www.cresst.org. |5 ericd. | ||
| 500 | |a Sponsoring Agency: Institute of Education Sciences (ED). |5 ericd. | ||
| 500 | |a Abstractor: As Provided. |5 ericd. | ||
| 500 | |a Educational level discussed: Grade 6. | ||
| 500 | |a Educational level discussed: Grade 7. | ||
| 500 | |a Educational level discussed: Grade 8. | ||
| 500 | |a Educational level discussed: Middle Schools. | ||
| 516 | |a Numeric (Numerical/Quantitative Data) | ||
| 516 | |a Text (Reports, Research) | ||
| 516 | |a Text (Tests/Questionnaires) | ||
| 520 | |a The POWERSOURCE[c] intervention is intended as a generalizable and powerful formative assessment strategy that can be integrated with any mathematics curriculum. POWERSOURCE[c] includes both a system of learning-based assessments and an infrastructure to support teachers' use of those assessments to improve student learning. The core undertaking of our work during the 2008-09 school year was to continue with an extended, random assignment implementation study of the POWERSOURCE[c] program. Results from our analyses indicated that a short amount of targeted intervention on key mathematical principles had a positive impact on student performance on transfer measures of related content. The POWERSOURCE[c] intervention had more impact on the relatively higher-performing students than the lower-performing students; that is, those students with higher initial pretest scores tended to benefit more from the treatment when compared to students with lower pretest scores. Appendices include: (1) CFA [confirmatory factor analysis] Result of PS Grade 6 Pretest; (2) CFA Result of PS Grade 6 Interim Measure; (3) CFA Result of PS Grade 6 Transfer Measure; (4) CFA Results of PS Grade 7 Pretest; (5) CFA Result of PS Grade 7 Transfer Measure; (6) Item Analysis Results of PS Grade 6 Pretest; (7) Item Analysis Results of PS Grade 7 Pretest; (8) Sources of Transfer Measure Items; (9) Alignment of CA [California] Standards and NCTM; (10) Item Analysis Results of PS Grade 6 Posttest; (11) Grade 7 Transfer Measure 2008/2009; (12) Item Analysis Results of PS Grade 7 Posttest; (13) Grade 6 Transfer Measure 2008/2009; (14) Item Analysis Results of PS Grade 6 Intertest; (15) Descriptive Statistics by Content Domain; (16) Additional Descriptive Statistics for Grades 6 and 7; (17) Complete Statistical Model Used; (18) Estimates for Fixed Effects and the Variance; (19) Subdomain HLM Analysis Results for Grade 7; (20) Fixed Effects and the Variance Components in the Model, Grade 6; (21) Subdomains as an Outcome Variable, Grade 6; (22) Interim Measure Estimates of Fixed Effect and the Variance Components; (23) Estimates for Fixed Effects and the Variance Components in the Model, Grade 6 Transfer Measure; (24) Teacher Evaluation of Student Work; (25) Grade 7 Interim Transfer Measure 2009/2010; (26) Grade 7 Transfer Measure, Revised Version; (27) Grade 8 Pretest; and (28) Grade 8 Transfer Measure 2009/2010. (Contains 1 footnote, 29 figures, and 62 tables.) | ||
| 524 | |a National Center for Research on Evaluation, Standards, and Student Testing (CRESST). |2 ericd. | ||
| 650 | 0 | 7 | |a Computer Software. |2 ericd. |
| 650 | 0 | 7 | |a Intervention. |2 ericd. |
| 650 | 0 | 7 | |a Formative Evaluation. |2 ericd. |
| 650 | 0 | 7 | |a Mathematics Curriculum. |2 ericd. |
| 650 | 0 | 7 | |a Program Evaluation. |2 ericd. |
| 650 | 0 | 7 | |a Pretests Posttests. |2 ericd. |
| 650 | 0 | 7 | |a Mathematics Achievement. |2 ericd. |
| 650 | 0 | 7 | |a Item Analysis. |2 ericd. |
| 650 | 0 | 7 | |a Scores. |2 ericd. |
| 650 | 0 | 7 | |a Grade 6. |2 ericd. |
| 650 | 0 | 7 | |a Grade 7. |2 ericd. |
| 650 | 0 | 7 | |a Grade 8. |2 ericd. |
| 700 | 1 | |a Vendlinski, Terry. | |
| 700 | 1 | |a Choi, Kilchan. | |
| 700 | 1 | |a Dai, Yunyun. | |
| 700 | 1 | |a Herman, Joan L. | |
| 700 | 1 | |a Baker, Eva L. | |
| 710 | 2 | |a University of California, Los Angeles. |b Center for Research on Evaluation, Standards, and Student Testing. | |
| 710 | 2 | |a University of California, Los Angeles. |b Center for the Study of Evaluation. | |
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