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Using Formal Embedded Formative Assessments Aligned with a Short-Term Learning Progression to Promote Conceptual Change and Achievement in Science
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Yin, Yue; Tomita, Miki K.; Shavelson, Richard J. – International Journal of Science Education, 2014
This study examined the effect of learning progression-aligned formal embedded formative assessment on conceptual change and achievement in middle-school science. Fifty-two sixth graders were randomly assigned to either an experimental group or a control group. Both groups were taught about sinking and floating by the same teacher with identical…
Descriptors: Formative Evaluation, Alignment (Education), Concept Formation, Science Achievement
Obesity among Middle School Children: More Cause for School Leaders' Concern?
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Clark, David; Viglietti, Gina C.; Slate, John R. – International Journal of Educational Leadership Preparation, 2008
In this study, the authors examined the relationship of 1,128 sixth and seventh grade students' grades in four subject areas (i.e., math, reading, science, and social studies) and their scores on the Texas Assessment of Knowledge & Skills (TAKS) Reading, Math, and Writing measures for the 2006-2007 school year as a function of their weight…
Descriptors: Obesity, Middle School Students, Grades (Scholastic), Grade 6