The effects of a digital formative assessment tool on spelling achievement: Results of a randomized experiment

Abstract

In this study, a randomized experimental design was used to examine the effects of a digital formative assessment tool on spelling achievement of third grade students (eight-to nine-years-olds). The sample consisted of 30 experimental schools (n = 619) and 39 control schools (n = 986). Experimental schools used a digital formative assessment tool, whereas control schools used their regular spelling instruction and materials. Data included standardized achievement pre-posttest data, the number of total assignments completed, and the percentage of adaptive assignments completed by students. Although the results did not show that the use of a digital formative assessment tool affected spelling achievement, the findings point to important issues upon which future research can build.