AustralieFrV1, PascalFrancis, Corpus, bibRecord, 001819

Making Instruction and Assessment Responsive to Diverse Students' Progress: Group-Administered Dynamic Assessment in Teaching Mathematics

Identifieur interne : 001819 ( PascalFrancis/Corpus ); précédent : 001818; suivant : 001820

Making Instruction and Assessment Responsive to Diverse Students' Progress: Group-Administered Dynamic Assessment in Teaching Mathematics

Auteurs : Ida Jeltova ; Damian Birney ; Nancy Fredine ; Linda Jarvin ; Robert J. Sternberg ; Elena L. Grigorenko

Source :

Journal of learning disabilities [ 0022-2194 ] ; 2011.

RBID : Francis:12-0027355

Descripteurs français

Pascal (Inist)
- Instruction, Evaluation, Réussite scolaire, Matière enseignée, Mathématiques, Pédagogie, Milieu scolaire, Intelligence, Etude longitudinale, Homme, Etudiant, Evaluation dynamique.

English descriptors

KwdEn :
- Academic achievement, Evaluation, Follow up study, Human, Instruction, Intelligence, Mathematics, Pedagogy, School environment, Student, Thaught subject.

Abstract

This study entailed a 3 (instructional intervention) x 2 (assessment-type) between-subjects experimental design employing a pretest-intervention-posttest methodology. The instructional interventions were administered between subjects in three conditions: (a) dynamic instruction, (b) triarchic or theory of successful intelligence-control instruction, and (c) standard-control instruction. The assessment-type consisted between subjects of either (a) a group-administered dynamic posttest or (b) the same group-administered posttest interspersed with a control filler activity. Performance in different mathematics content areas taught in fourth grade was investigated. In total, I,332 students and 63 classroom teachers in 24 schools across six school districts participated in the study. The results indicate the advantages of using dynamic instruction and assessment in regular classrooms while teaching mathematics, especially when the student body is highly ethnically diverse.

Notice en format standard (ISO 2709)

Pour connaître la documentation sur le format Inist Standard.

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A11	`05`	`1`		`@1 STERNBERG (Robert J.)`
A11	`06`	`1`		`@1 GRIGORENKO (Elena L.)`
A14	`01`			`@1 City University of New York @2 New York, NY @3 USA @Z 1 aut.`
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A14	`04`			`@1 Tufts University @2 Medford, MA @3 USA`
A14	`05`			`@1 Ecole Parsons à Paris / Paris College of Art @2 Paris @3 FRA @Z 4 aut.`
A14	`06`			`@1 Oklahoma State University @2 Stillwater, OK @3 USA @Z 5 aut.`
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C03	`02`	`X`	`ENG`	`@0 Evaluation @5 02`
C03	`02`	`X`	`SPA`	`@0 Evaluación @5 02`
C03	`03`	`X`	`FRE`	`@0 Réussite scolaire @5 03`
C03	`03`	`X`	`ENG`	`@0 Academic achievement @5 03`
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C03	`08`	`X`	`SPA`	`@0 Inteligencia @5 08`
C03	`09`	`X`	`FRE`	`@0 Etude longitudinale @5 09`
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Format Inist (serveur)

NO :	FRANCIS 12-0027355 INIST
ET :	Making Instruction and Assessment Responsive to Diverse Students' Progress: Group-Administered Dynamic Assessment in Teaching Mathematics
AU :	JELTOVA (Ida); BIRNEY (Damian); FREDINE (Nancy); JARVIN (Linda); STERNBERG (Robert J.); GRIGORENKO (Elena L.)
AF :	City University of New York/New York, NY/Etats-Unis (1 aut.); University of New South Wales/Sydney/Australie (2 aut.); Dept. of Mental Health and Addiction Services, State of Connecticut/Hartford, CT/Etats-Unis (3 aut.); Tufts University/Medford, MA/Etats-Unis; Ecole Parsons à Paris / Paris College of Art/Paris/France (4 aut.); Oklahoma State University/Stillwater, OK/Etats-Unis (5 aut.); Yale University/New Haven, CT/Etats-Unis (6 aut.); Moscow State University/Moscow/Russie (6 aut.); Columbia University/New York, NY/Etats-Unis (6 aut.)
DT :	Publication en série; Niveau analytique
SO :	Journal of learning disabilities; ISSN 0022-2194; Coden JLDIAD; Etats-Unis; Da. 2011; Vol. 44; No. 4; Pp. 381-395; Bibl. 1 p.1/4
LA :	Anglais
EA :	This study entailed a 3 (instructional intervention) x 2 (assessment-type) between-subjects experimental design employing a pretest-intervention-posttest methodology. The instructional interventions were administered between subjects in three conditions: (a) dynamic instruction, (b) triarchic or theory of successful intelligence-control instruction, and (c) standard-control instruction. The assessment-type consisted between subjects of either (a) a group-administered dynamic posttest or (b) the same group-administered posttest interspersed with a control filler activity. Performance in different mathematics content areas taught in fourth grade was investigated. In total, I,332 students and 63 classroom teachers in 24 schools across six school districts participated in the study. The results indicate the advantages of using dynamic instruction and assessment in regular classrooms while teaching mathematics, especially when the student body is highly ethnically diverse.
CC :	770B11E
FD :	Instruction; Evaluation; Réussite scolaire; Matière enseignée; Mathématiques; Pédagogie; Milieu scolaire; Intelligence; Etude longitudinale; Homme; Etudiant; Evaluation dynamique
FG :	Cognition
ED :	Instruction; Evaluation; Academic achievement; Thaught subject; Mathematics; Pedagogy; School environment; Intelligence; Follow up study; Human; Student
EG :	Cognition
SD :	Instrucción; Evaluación; Logro escolar; Tema enseñado; Matemáticas; Pedagogía; Medio escolar; Inteligencia; Estudio longitudinal; Hombre; Estudiante
LO :	INIST-19151.354000190490720090
ID :	12-0027355

Links to Exploration step

Francis:12-0027355

Le document en format XML

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<s5>18</s5>
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<s5>18</s5>
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<s5>19</s5>
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<fC03 i1="11" i2="X" l="SPA"><s0>Estudiante</s0>
<s5>19</s5>
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<fC03 i1="12" i2="X" l="FRE"><s0>Evaluation dynamique</s0>
<s4>INC</s4>
<s5>86</s5>
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<s5>37</s5>
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<s5>37</s5>
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<fC07 i1="01" i2="X" l="SPA"><s0>Cognición</s0>
<s5>37</s5>
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<fN21><s1>009</s1>
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<server><NO>FRANCIS 12-0027355 INIST</NO>
<ET>Making Instruction and Assessment Responsive to Diverse Students' Progress: Group-Administered Dynamic Assessment in Teaching Mathematics</ET>
<AU>JELTOVA (Ida); BIRNEY (Damian); FREDINE (Nancy); JARVIN (Linda); STERNBERG (Robert J.); GRIGORENKO (Elena L.)</AU>
<AF>City University of New York/New York, NY/Etats-Unis (1 aut.); University of New South Wales/Sydney/Australie (2 aut.); Dept. of Mental Health and Addiction Services, State of Connecticut/Hartford, CT/Etats-Unis (3 aut.); Tufts University/Medford, MA/Etats-Unis; Ecole Parsons à Paris / Paris College of Art/Paris/France (4 aut.); Oklahoma State University/Stillwater, OK/Etats-Unis (5 aut.); Yale University/New Haven, CT/Etats-Unis (6 aut.); Moscow State University/Moscow/Russie (6 aut.); Columbia University/New York, NY/Etats-Unis (6 aut.)</AF>
<DT>Publication en série; Niveau analytique</DT>
<SO>Journal of learning disabilities; ISSN 0022-2194; Coden JLDIAD; Etats-Unis; Da. 2011; Vol. 44; No. 4; Pp. 381-395; Bibl. 1 p.1/4</SO>
<LA>Anglais</LA>
<EA>This study entailed a 3 (instructional intervention) x 2 (assessment-type) between-subjects experimental design employing a pretest-intervention-posttest methodology. The instructional interventions were administered between subjects in three conditions: (a) dynamic instruction, (b) triarchic or theory of successful intelligence-control instruction, and (c) standard-control instruction. The assessment-type consisted between subjects of either (a) a group-administered dynamic posttest or (b) the same group-administered posttest interspersed with a control filler activity. Performance in different mathematics content areas taught in fourth grade was investigated. In total, I,332 students and 63 classroom teachers in 24 schools across six school districts participated in the study. The results indicate the advantages of using dynamic instruction and assessment in regular classrooms while teaching mathematics, especially when the student body is highly ethnically diverse.</EA>
<CC>770B11E</CC>
<FD>Instruction; Evaluation; Réussite scolaire; Matière enseignée; Mathématiques; Pédagogie; Milieu scolaire; Intelligence; Etude longitudinale; Homme; Etudiant; Evaluation dynamique</FD>
<FG>Cognition</FG>
<ED>Instruction; Evaluation; Academic achievement; Thaught subject; Mathematics; Pedagogy; School environment; Intelligence; Follow up study; Human; Student</ED>
<EG>Cognition</EG>
<SD>Instrucción; Evaluación; Logro escolar; Tema enseñado; Matemáticas; Pedagogía; Medio escolar; Inteligencia; Estudio longitudinal; Hombre; Estudiante</SD>
<LO>INIST-19151.354000190490720090</LO>
<ID>12-0027355</ID>
</server>
</inist>
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Making Instruction and Assessment Responsive to Diverse Students' Progress: Group-Administered Dynamic Assessment in Teaching Mathematics

Making Instruction and Assessment Responsive to Diverse Students' Progress: Group-Administered Dynamic Assessment in Teaching Mathematics

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