Evaluation of a State-Wide Mathematics Support Program for at-Risk Students in Grade 1 and 2 in Germany

IF 1.7 4区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Research on Educational Effectiveness Pub Date : 2022-10-02 DOI:10.1080/19345747.2022.2051651

Ann-Katrin van den Ham, Aiso Heinze

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Abstract

Abstract Supporting students with difficulties in learning mathematics is a challenge for teachers and educational administrators. Formative assessment is considered to play a successful role in supporting at-risk students as well as students without difficulties in mathematics. There is a need for intervention programs, including formative assessment techniques, that (a) are easy to implement in the regular classroom without requiring radical changes in teachers’ individual teaching style, and (b) are effective in supporting at-risk students at the earliest stage possible in their school careers. This article analyzes an effectiveness trial of a formative assessment program developed to meet these goals and conducted in the first two years of elementary school. The examination of the longitudinal dataset from Grades 1–3 (N = 2,330) revealed an effect after the implementation, which was maintained at nearly the same effect size one year after completion of the program. The findings imply that formative assessment can foster the arithmetic achievement of students at risk as well as that of the entire class without changing the curriculum or teachers’ individual teaching style.

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德国一年级和二年级高危学生全国数学支持计划的评价

支持数学学习困难的学生是教师和教育管理者面临的一个挑战。形成性评估被认为在支持有风险的学生和没有数学困难的学生方面发挥了成功的作用。有必要实施干预计划，包括形成性评估技术，这些计划(a)易于在常规课堂中实施，而不需要教师个人教学风格的根本改变，以及(b)在学校生涯的早期阶段有效地支持有风险的学生。本文分析了为实现这些目标而开发的形成性评估计划的有效性试验，并在小学头两年进行。对1-3年级纵向数据集(N = 2330)的检查显示了实施后的效果，该效果在计划完成一年后保持在几乎相同的效果大小。研究结果表明，形成性评估可以在不改变课程或教师个人教学风格的情况下，促进有风险的学生以及整个班级的算术成绩。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Research on Educational Effectiveness EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

4.00

自引率

11.10%

发文量

期刊介绍： As the flagship publication for the Society for Research on Educational Effectiveness, the Journal of Research on Educational Effectiveness (JREE) publishes original articles from the multidisciplinary community of researchers who are committed to applying principles of scientific inquiry to the study of educational problems. Articles published in JREE should advance our knowledge of factors important for educational success and/or improve our ability to conduct further disciplined studies of pressing educational problems. JREE welcomes manuscripts that fit into one of the following categories: (1) intervention, evaluation, and policy studies; (2) theory, contexts, and mechanisms; and (3) methodological studies. The first category includes studies that focus on process and implementation and seek to demonstrate causal claims in educational research. The second category includes meta-analyses and syntheses, descriptive studies that illuminate educational conditions and contexts, and studies that rigorously investigate education processes and mechanism. The third category includes studies that advance our understanding of theoretical and technical features of measurement and research design and describe advances in data analysis and data modeling. To establish a stronger connection between scientific evidence and educational practice, studies submitted to JREE should focus on pressing problems found in classrooms and schools. Studies that help advance our understanding and demonstrate effectiveness related to challenges in reading, mathematics education, and science education are especially welcome as are studies related to cognitive functions, social processes, organizational factors, and cultural features that mediate and/or moderate critical educational outcomes. On occasion, invited responses to JREE articles and rejoinders to those responses will be included in an issue.