Investigating the Impact of Real-Time Feedback Formative Assessment on High School Algebra Learning Outcomes in the United States

Abstract

This research investigates the impact of real-time feedback formative assessment on high school algebra learning outcomes in the United States. The study delves into the unique challenges within the U.S. high school system, specifically focusing on issues prevalent in high school algebra education. It explores how formative assessment, customized to address U.S. educational challenges, can enhance learning outcomes, with a particular emphasis on the integration of real-time feedback.

Theoretical underpinnings draw from sociocultural theory, providing a lens to understand and apply principles that align with the diverse cultural and social dynamics of U.S. classrooms. Methodological approaches encompass the design of a U.S.-specific intervention, incorporating inclusive strategies for diverse learners. The study anticipates the impact on U.S. education by proposing a framework for assessment, identifying key metrics, and considering equity, inclusion, and long-term educational practices. Recommendations for broader adoption within the U.S. educational landscape are also discussed.