The effects of formative reading assessments closely linked to classroom texts on high school reading comprehension

Hooley, Diana S.; Thorpe, Justin

doi:10.1007/s11423-017-9514-5

Cited by 7 publications

(5 citation statements)

References 40 publications

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“…Boumediene and Hamzaoui-Elachachi (2017) emphasize the conclusion that formative assessment interventions improve students' reading comprehension skills and they cite effective feedback and regular evaluation intervals as reasons for this improvement. Similar experimental studies by Gustafson et al (2019), Hooley and Thorpe (2017) and Sanaeifar and Nafari (2018) support the current study and show that formative assessment practices improve reading comprehension. In our specific study it is observed in the control group that only half of the participants experienced improvement in their reading comprehension scores over a long period of 13 weeks, which may be the reason why the evaluation process, carried out with traditional methods, was done only to determine their development.…”

Section: Discussionsupporting

confidence: 91%

“…There are also studies in international literature that deal with reading, comprehension, and formative assessment together (Dupont, 2018;Kline, 2013;Li, 2016;Marchand & Furrer, 2014;Marcotte & Hintze, 2009;Offerdahl & Montplaisir, 2013;Roskos & Neuman, 2012). In addition to these, there are experimental studies (Boumediene & Hamazaoui-Elachachi, 2017;Gustafson et al, 2019;Hooley & Thorpe, 2017;Sanaeifar & Nafari, 2018) examining the effect of formative assessment on reading comprehension skills in the international literature; however, these studies are limited in number. In the studies conducted to evaluate reading comprehension within the national literature, there are studies that focus on questions used in comprehension (Akyol et al, 2013;Ateş, 2011;Aydemir & Çiftçi, 2008;Doğanay & Yüce, 2010;Durukan, 2009).…”

Section: Introductionmentioning

confidence: 99%

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The Effect of formative assessment on reading comprehension

Sönmez¹,

Çetinkaya

2022

International Journal of Assessment Tools in Education

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The aim of this research is to set forth the effects of formative assessment methods on reading comprehension. To this end, reading status of a group of students was assessed with formative assessment methods, while that of another group was evaluated with traditional ones. The research was carried out by using unequalised quasi-experimental design. The experimental and control groups of the research were randomly assigned. The study group consisted of 50 3rd grade students of a primary school in the Dilovası district of Kocaeli city, Türkiye. The data of the study were obtained from the texts within 3rd grade curriculum and from the comprehension questions prepared for these texts. The data were analyzed via SPSS 22 program. Mann-Whitney and Wilcoxon signed rank tests were used during analyses. In the findings of the research, a highly significant difference was observed in favor of the experimental group. As a result of the findings of the research, it was observed that formative assessment methods contributed to reading comprehension success positively.

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Section: Discussionsupporting

confidence: 91%

Section: Introductionmentioning

confidence: 99%

The Effect of formative assessment on reading comprehension

Sönmez¹,

Çetinkaya

2022

International Journal of Assessment Tools in Education

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“…However, many students experience a disconnect between their perceived ability and their academic performance. For example, despite mean raw scores of below the 50th percentile on a reading comprehension test, Hooley and Thorpe () found that 92% of students believed that they understood what they were reading most of the time and that 85% felt that they were careful readers most of the time. Other research found discrepancies between the reading strategies that students reported using and those captured with eye tracker data (Holschuh, Paulson, Lampi, Hernandez, & Ramirez, ).…”

Section: Academic Literacymentioning

confidence: 99%

College Reading and Studying: The Complexity of Academic Literacy Task Demands

Holschuh¹

2019

J Adolescent & Adult Lit

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Over a century of research on postsecondary learning has documented that students often struggle with the academic literacy demands of college. Academic literacy tasks are the subset of all academic tasks that involve reading and writing and are rooted within larger cultural practices. These demands are challenging, complex, and varied, so students need help preparing before they enter college. Although there are many reasons why preparing students for academic literacy tasks is difficult, there are some ways that educators can help. The author discusses the academic literacy demands in college by examining some of the reasons why it is difficult to fully prepare students and several ways that educators can help students on the path toward college readiness.

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“…Recently, different educational strategies have been developed for the promotion and learning of literacy (Hooley & Thorpe, 2017); among them is game-based learning (GBL) (Sailer & Sailer, 2020). GBL consists of the continuous and strategic use of games in teaching.…”

Section: Game-based Learning and Cooperative Learningmentioning

confidence: 99%

Adaptation and Training Model of the Board Game Untold for Narrative Competence

García-Roca,

Rodríguez-Ferrer,

Manzano-León

2023

INT J INSTRUCTION

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In this study, a training model of the board game Untold: The adventure awaits you was developed to teach narrative skills. The research was structured in three phases: analysis of the educational possibilities of board game-based learning; application of the game in a pilot experience with the participation of 137 Spanish first-year high school students; and proposal for the adaptation of the game mechanics and dynamics. The results offer a proposal with modifications of game dynamics and mechanics to facilitate the didactic use of Untold: The adventure awaits you. The main modifications have been: simplification of rules, previous training in the interpretation of dice and metaphorical meanings, and inclusion of the villain (or knot) as the starting point and central axis of the narrative. It is concluded that it is an effective resource to develop narrative competence in a playful way.

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The effects of formative reading assessments closely linked to classroom texts on high school reading comprehension

Cited by 7 publications

References 40 publications

The Effect of formative assessment on reading comprehension

The Effect of formative assessment on reading comprehension

College Reading and Studying: The Complexity of Academic Literacy Task Demands

Adaptation and Training Model of the Board Game Untold for Narrative Competence

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