How Can Parental Involvement In Formative Assessment Impact Math Achievement In 4th Grade?

dc.contributor.advisor Carter, John L.
dc.contributor.author Griffith, Amanda Gail
dc.contributor.committeemember Krahenbuhl, Kevin
dc.contributor.committeemember Bryant, Kathy
dc.date.accessioned 2021-04-15T04:01:40Z
dc.date.available 2021-04-15T04:01:40Z
dc.date.issued 2021
dc.date.updated 2021-04-15T04:01:40Z
dc.description.abstract ABSTRACT With the changes in the Tennessee standards, the testing format has become more rigorous. Teachers who usually made high achievement scores in math, now struggle to adapt to teaching the new TNReady standards and prepare for the TNReady assessment (high stakes assessment). The school selected for this study was a Level 1 (on a 1-5 scale, 1 being the lowest score) in math on the TNReady assessment last school year; scores have been getting lower over the past three years. This study investigated how parental involvement in formative assessment impacts math achievement in 4th grade. By involving parents more in their child’s education, the hope was that math achievement scores would improve. Strategies such as having parents/teachers watch a Parental Involvement in Formative Assessment video and use formative feedback with their child/student were implemented along with other forms of parent/teacher communication such as email, text, phone calls, and notes sent home to parents.
dc.description.degree Ed.D.
dc.identifier.uri https://jewlscholar.mtsu.edu/handle/mtsu/6400
dc.language.rfc3066 en
dc.publisher Middle Tennessee State University
dc.source.uri http://dissertations.umi.com/mtsu:11401
dc.subject 4th grade
dc.subject Education
dc.subject Elementary
dc.subject Formative assessment
dc.subject Math
dc.subject Parental involvement
dc.subject Education
dc.subject Early childhood education
dc.subject Mathematics education
dc.thesis.degreelevel doctoral
dc.title How Can Parental Involvement In Formative Assessment Impact Math Achievement In 4th Grade?
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