Ojeda, Robert

Abstract: Planning effective instruction for a classroom full of learners demands that the educator know what works and more importantly what works better for the group of people residing in the educator's classroom today. This action research study tested the efficacy of using the full compliment of assessments included in the curriculum adoption at the researchers school and that of guided note taking. Each strategy was implemented in its own separate unit of a pre-algebra class. The researcher used student growth, which was determined by the difference observed between a student's pre-test percentage score and their final unit test percentage score, as the metric by which to evaluate each strategies efficacy. Measurable growth was observed with both strategies. The All Assessments strategy showed greater and more consistent growth among learners than that which was observed during the Notes strategy. These findings indicate that more research is needed on the effectiveness of using assessments for learning and a need for further study to evaluate the efficacy of guided note taking. Findings in this study should be considered as illuminating but not conclusive as the sample used is not generalizable. (Contains 5 figures.).

总结：进行全面有效学习的课堂要求教育者知道什么可行，更重要的是知道什么对今天的教室更好。本行动研究测试的每一个策略是以预先的单独单元来实现。研究学生的成长，是由学生的前测分数的百分比与它们的最终单元测试百分比分数之间观察到的差异决定的，作为度量标准评估每个策略的功效。观察到两种策略可测量的增长。发现表明，需要更多的研究利用评估学习和需要进一步研究，以评估的指导笔记疗效的有效性。

来源：Online Submission 24 pp.