Date of Conferral



Doctor of Education (Ed.D.)




Jesse Richter


Inconsistent math assessment practices do not accurately represent and communicate student mathematics achievement. Because of inconsistencies in assessment practices, local middle school mathematics teachers in an urban school district in the northwestern United States piloted the use of multiple formative assessments. The purpose of this study was to compare mathematics achievement, growth, and course percentage grades for students who have multiple formative assessment attempts compared to students who are not provided multiple assessment attempts. Theoretical foundations originated from Black and Wiliam, supporting the use of formative assessment for a positive impact on student learning. A quantitative, ex post facto quasi-experimental design was used. The research question focused on the statistical differences in course percentage grade, state standardized testing score, and growth score on state standardized math tests between groups of students who were allowed multiple formative assessment options and those who were not. Data were analyzed using an independent samples t test and a one-way MANOVA, which showed a statistically significant difference for student course percentage grade. Findings were used to produce a 3-day professional development program supporting teachers' use of formative assessment in mathematics classes. The findings will inform educational stakeholders' decisions regarding the use of multiple assessment attempts and differences between this specific formative assessment strategy and student mathematics assessment performance to promote positive social change. Positive social changes may include increased awareness of how multiple assessments may affect student growth, course percentage grades, and state testing scores.