Date of Award
Action Research Project
Master of Arts in Education
Curriculum and Instruction
In the Spring of 2013, first-grade literacy data were reviewed and we concluded that changes needed to occur with teacher instructional methods to ensure growth in student reading fluency. We collaborated to find what effect common formative assessments would have on teachers’ abilities to help students meet reading fluency benchmarks. Data were collected on 52 first-grade students within three classroom settings. Throughout this process, teachers monitored student progress toward proficiency in reading fluency, in particular rate, through the use of common formative assessments, teacher observation notes and teacher collaboration. After the data collection period, results showed that the use of common formative assessments had a positive effect on students’ reading fluency. We plan to use the data to guide reading intervention groups in the future and will continue to collaborate during weekly PLCs to adjust instruction to meet our students’ needs.
Adrian, Kelly; Volek, Abbigail; and Ranweiler, Christa. (2013). Using Common Formative Assessments to Guide Fluency Instruction. Retrieved from Sophia, the St. Catherine University repository website: https://sophia.stkate.edu/maed/9