Research Questions And Data Sources To Answer Questions
Research Questionsources Of Data To Answer Questionanalysisexamplewhat
Research questions sources of data to answer question analysis example what
Paper For Above instruction
The core aim of this research is to examine the relationship between teacher use of formative assessment practices and student achievement, with a specific focus on how this relationship varies across different grade levels. To explore this, the study employs diverse data sources and analytical methods to generate comprehensive insights.
The primary research question guiding this study is: "What is the relationship between teacher use of formative assessment practices and student achievement based on grade level?" Addressing this question necessitates collecting both qualitative and quantitative data that accurately reflect classroom practices and student outcomes.
Data Sources:
To answer this question effectively, data collection will involve multiple sources. Firstly, a teacher survey will be administered, capturing self-reported data on formative assessment practices. Teachers will respond using a Likert-type scale, indicating the frequency of their formative assessment strategies—such as questioning techniques, feedback loops, and peer assessments—used during instruction. This self-reporting method is advantageous because it provides direct insights into instructional behaviors (Black & Wiliam, 1998). Moreover, the survey will include demographic questions to control for variables like years of experience and subject area, which may influence assessment practices.
Secondly, student achievement data will be gathered at the classroom level, reported in aggregate to protect individual privacy. This data could include standardized test scores or end-of-term evaluations relevant to the grade level—third, fourth, or fifth grade. These measures serve as the dependent variable, representing student academic performance.
Analytical Approach:
Given the presence of two independent variables—grade level and extent of formative assessment use—an appropriate statistical method is a two-way Analysis of Variance (ANOVA). This test enables researchers to determine not only the main effects of each independent variable on student achievement but also potential interaction effects between grade level and assessment practices (Field, 2013).
The conceptual model involves comparing classrooms within different grade levels where formative assessment use varies. The two-way ANOVA will help ascertain whether differences in student achievement are significantly associated with assessment practices across grade levels, providing nuanced insights into how formative practices can influence learning at different developmental stages.
In addition to quantitative analysis, qualitative data from open-ended survey questions or interviews with teachers could enrich the understanding of how formative assessment strategies are implemented and perceived in different grade contexts. Combining these approaches ensures a comprehensive exploration of the research question.
Summary:
This study integrates teacher surveys and student achievement data to investigate the relationship between formative assessment practices and student performance across grade levels. The use of two-way ANOVA facilitates understanding of differential effects and interactions, thus contributing valuable information for educators aiming to optimize assessment strategies tailored to developmental stages.
References:
Black, P., & Wiliam, D. (1998). Inside the Black Box: Raising Standards Through Classroom Assessment. Phi Delta Kappan, 80(2), 139–148.
Field, A. (2013). Discovering Statistics Using IBM SPSS Statistics. Sage Publications.
Hattie, J., & Timperley, H. (2007). The Power of Feedback. Review of Educational Research, 77(1), 81–112.
Sadler, D. R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18(2), 119–144.
Nicol, D. J., & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199–218.
Shute, V. J. (2008). Focus on Formative Feedback. Review of Educational Research, 78(1), 153–189.
Heritage, M. (2010). Formative Assessment: Making It Happen in the Classroom. Corwin Press.
Valcke, M., & Schellens, T. (2014). Teacher Professional Development and Assessment Practice. Assessment & Evaluation in Higher Education, 39(4), 444–457.
Wiliam, D. (2011). Embedded Formative Assessment. Solution Tree Press.