Open Access Graduate Research Paper
Mathematics--Study and teaching (Middle school)--Evaluation;
This study investigated the effectiveness of the assessment approach From LtoJ as applied to the development of procedural skills and conceptual understandings in mathematics at the eighth grade level. The focal question of this study was: Does the literature support the assessment process used in the From LtoJ program? The information was gathered from approximately one hundred students taking pre-algebra in a three-year span. The curriculum database focused on the essential information a student must acquire in the areas of curriculum vocabulary and concepts, as well as their computational ability with fractions. Each week, random items were selected from the curriculum and given to students in the form of a question. Three separate quizzes were given in the areas of vocabulary, concepts, and computation of fractions.
Using the assessment approach From LtoJ, student achievement and success was increased and student failure was reduced in mathematics when compared to previous test results. Students were assessed through weekly quizzes. Analyzing the results enabled the teacher to make immediate adjustments in instruction to insure continuous improvement, both for individual students and for the class sections as a whole. The data collection indicated when the curriculum was presented in a continuous manner through the weekly assessments, students learned to internalize and retain knowledge of essential information. Thus student achievement was impacted in a positive manner using the assessment approach of From LtoJ.
Year of Submission
Master of Arts in Education
Department of Curriculum and Instruction
1 PDF file (xi, 106 pages)
©2004 Toni Andersen
Andersen, Toni, "From LtoJ : the effects of an assessment approach on student achievement in mathematics at the middle school level" (2004). Graduate Research Papers. 275.