Can a grading system emphasizing formative assessment enhance math education? Insights from a mixed-methods study on the PARLO System

By Carmen Pannone, University of Cagliari, Italy

Educators have long advocated for integrating formative assessment alongside summative assessment to provide ongoing feedback and support student outcomes. Previously evaluated through two pilot studies, the PARLO (Proficiency-based Assessment and Re-assessment of Learning Outcomes) system is tailored for student-facing assessment in schools that may use a traditional grading system. Unlike traditional methods, PARLO doesn't calculate final grades based on weighted averages of summative scores; instead, it assesses students' proficiency in learning outcomes and offers personalized feedback to guide further learning. This approach empowers students to pursue additional work and seek reassessment for full credit.

A recent mixed-methods study, utilizing a cluster-randomized control trial, explored PARLO’s impact on 9th-grade students' expectancies for success, motivation, intrinsic and utility value, and academic outcomes in math The study included 38 teachers from 14 treatment schools and 27 teachers from 15 control schools, all volunteering to participate. With formative assessment gaining popularity, control teachers were prompted to adopt some PARLO aspects, creating a "limited treatment condition" compared to the "full treatment condition" of the experimental group. The treatment incorporated diverse professional development and a project-developed software tool. Qualitative data were gathered through 84 interviews with PARLO teachers and an open-ended survey completed by 678 students from a non-random treatment sample.

Quantitative findings revealed a significant positive impact of PARLO on ninth graders’ mathematics learning (ES=+0.33), consistently observed across various factors. Qualitative data highlighted increased student engagement, yet concerns about "contentment" and "procrastination" were noted. Investigating motivation as a potential moderator of math achievement, the analysis revealed a positive association between PARLO's impact on individual students' math performance and their motivation levels: more motivated students were more likely to take advantage of PARLO’s opportunities. The PARLO system shows promise in enhancing mathematics learning outcomes and student engagement that could be further explored building on lessons learned.