The effectiveness of formative assessment for enhancing reading achievement in K-12 classrooms: A meta-analysis

This quantitative synthesis included 48 qualified studies with a total sample of 116,051 K-12 students. Aligned with previous meta-analyses, the findings suggested that formative assessment generally had a positive though modest effect (ES = + 0.19) on students’ reading achievement. Meta-regression...

Descripción completa

Detalles Bibliográficos
Autores principales: Xuan, Qianying, Cheung, Alan, Sun, Dan
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2022
Materias:
Psychology
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9443994/
https://www.ncbi.nlm.nih.gov/pubmed/36072038
http://dx.doi.org/10.3389/fpsyg.2022.990196

Internet

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9443994/
https://www.ncbi.nlm.nih.gov/pubmed/36072038
http://dx.doi.org/10.3389/fpsyg.2022.990196

Ejemplares similares