Does the use of a proficiency-based assessment and reassessment of learning outcomes (PARLO) system lead to increases in high school students’ achievement in, engagement in, and attitude towards mathematics?

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• Professor Michael Posner, Villanova University
• Monday 25 April 2016, 12:00-13:30
• Faculty of Education, 184 Hills Road, Cambridge, CB2 8PQ, DMB, Room GS5.

If you have a question about this talk, please contact Lucian Stephenson.

The Proficiency-based Assessment and Reassessment of Learning Outcomes System (PARLO) project helped teachers design high-valued learning outcomes, evaluated students on a proficiency-based scale, and allowed for resubmissions for full credit in a variety of modalities to foster student agency and success. The study was a cluster randomized controlled trial design of 29 schools in the Greater Philadelphia area in the USA . Students were 9th grade in algebra and geometry. Professor Posner will present the quantitative and qualitative results from this RCT .

Michael Posner is the Director of the Centre for Statistics Education and Associate Professor of Statistics at the Department of Mathematics and Statistics at Villanova University. His most recent publication is Using Fun in the Statistics Classroom: An Exploratory Study of College Instructors’ Hesitations and Motivations (Journal of Statistics Education, 2013) and he is currently funded by World Learning, The Frankling Institute, the 21st Century Partnership for STEM Education, and the Teaching Institute for Excellence in STEM (TIES) to advise the Egyptian Ministry of Education to establish and evaluate a STEM curriculum, 2012-2016.

This talk is part of the Educational Leadership, Policy, Evaluation and Change (ELPEC) Academic Group series.

This talk is included in these lists:

• All Faculty of Education Seminars
• Educational Leadership, Policy, Evaluation and Change (ELPEC) Academic Group
• FERSA - All Events
• Faculty of Education, 184 Hills Road, Cambridge, CB2 8PQ, DMB, Room GS5

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