Using Assessment and Feedback to Enhance Learning: Examining the Relationship Between Teachers’ Reported Use of Assessment and Feedback and Student Performance in AP Biology

Abstract

This paper analyzes a national sample of teachers’ self-reported use of assessment and feedback in Advanced Placement (AP) biology classrooms. Descriptive statistics of what teachers reported doing in these two areas are discussed, followed by the identification of reported teaching practices variables that were found to be significantly related with student performance on AP biology exams. All the significant variables found are exemplars of authentic assessment and feedback practices and techniques. The study provides valuable information on the types of assessment and feedback practices currently being employed by teachers, and shows the relationship of such practices with actual student outcomes.