Does the Use of Bell Ringers as Formative Assessments Affect Student Retention of Knowledge in a Third Grade Science Classroom?

Authors

Cari Herbst, Northwestern College - Orange City

Document Type

Article

Publication Date

12-2018

Abstract

This research study explored if the use of daily bell ringers used as formative assessments increased student achievement in science. The study analyzed the effect daily bell ringers had on student summative assessment scores in a third grade science classroom. Data collection included summative assessments from a control group taught without daily bell ringers and the test group taught with daily bell ringers. The data and analysis showed there was an increase in the average class scores and amount of student’s proficient with the implementation of daily bell ringers.

This research study explored if the use of daily bell ringers used as formative assessments increased student achievement in science. The study analyzed the effect daily bell ringers had on student summative assessment scores in a third grade science classroom. Data collection included summative assessments from a control group taught without daily bell ringers and the test group taught with daily bell ringers. The data and analysis showed there was an increase in the average class scores and amount of student’s proficient with the implementation of daily bell ringers.