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Boström, Erika
Publications (10 of 12) Show all publications
Palm, T., Andersson, C., Boström, E. & Vingsle, C. (2017). A research program for studying the development and impact of formative assessment. In: Johan Häggström, Eva Norén, Jorryt van Bommel, Judy Sayers, Ola Helenius, Yvonne Liljekvist (Ed.), ICT in mathematics education: the future and the realities: Proceedings of MADIF 10 The tenth research seminar of the Swedish Society for Research in Mathematics Education Karlstad, January 26–27, 2016. Göteborg: SMDF. Paper presented at MADIF 10 The tenth research seminar of the Swedish Society for Research in Mathematics Education (pp. 135-144). Göteborg
Open this publication in new window or tab >>A research program for studying the development and impact of formative assessment
2017 (English)In: ICT in mathematics education: the future and the realities: Proceedings of MADIF 10 The tenth research seminar of the Swedish Society for Research in Mathematics Education Karlstad, January 26–27, 2016. Göteborg: SMDF / [ed] Johan Häggström, Eva Norén, Jorryt van Bommel, Judy Sayers, Ola Helenius, Yvonne Liljekvist, Göteborg, 2017, p. 135-144Conference paper, Published paper (Refereed)
Abstract [en]

This paper outlines the research program for the formative assessment group at Umeå Mathematics Education Research Centre. The program was presented in a symposium at the conference, and focuses on the study of the development and impact of formative assessment. The main purpose of the research carried out by the research group is to provide research results that will be used outside the research community for educational decisions on systemic level, or as support for improved teaching and learning at classroom level. The paper outlines the fundamental ideas of the program, current studies, and examples of completed studies.

Place, publisher, year, edition, pages
Göteborg: , 2017
Series
Skrifter från svensk förening för matematikdidaktisk forskning, ISSN 1651-3274
National Category
Pedagogical Work
Research subject
didactics of mathematics
Identifiers
urn:nbn:se:umu:diva-133184 (URN)
Conference
MADIF 10 The tenth research seminar of the Swedish Society for Research in Mathematics Education
Available from: 2017-04-01 Created: 2017-04-01 Last updated: 2018-06-09Bibliographically approved
Palm, T., Andersson, C., Boström, E. & Vingsle, C. (2017). A review of the impact of formative assessment on student achievement in mathematics. Nordisk matematikkdidaktikk, 22(3), 25-50
Open this publication in new window or tab >>A review of the impact of formative assessment on student achievement in mathematics
2017 (English)In: Nordisk matematikkdidaktikk, ISSN 1104-2176, Vol. 22, no 3, p. 25-50Article in journal (Refereed) Published
Abstract [en]

Research reviews show that formative assessment has great potential for raising student achievement in general, but there is a need for reviews of formative assessment in individual subjects. This review examines its impact on student achievement in mathematics through an assessment of scientific journal articles published between 2005 and 2014 and indexed in Web of science. Through the use of search terms such as ”formative assessment”, ”assessment for learning” and ”self-regulated learning”, different approaches to formative assessment were included in the review. While varying in approach, they all share the defining characteristic of formative assessment: agents in the classroom collect evidence of student learning and, based on this information, adjust their teaching and/or learning. The results show positive relations between student achievement in mathematics and the ways of doing formative assessment included in the review.

Place, publisher, year, edition, pages
Göteborg: Nationellt centrum för matematikutbildning, 2017
National Category
Pedagogical Work
Research subject
didactics of mathematics
Identifiers
urn:nbn:se:umu:diva-133183 (URN)
Available from: 2017-04-01 Created: 2017-04-01 Last updated: 2018-06-09Bibliographically approved
Boström, E. (2017). Formativ bedömning: en enkel match eller en svår utmaning? Effekter av en kompetensutvecklingssatsning på lärarnas praktik och på elevernas prestationer i matematik. (Doctoral dissertation). Umeå: Umeå universitet
Open this publication in new window or tab >>Formativ bedömning: en enkel match eller en svår utmaning? Effekter av en kompetensutvecklingssatsning på lärarnas praktik och på elevernas prestationer i matematik
2017 (Swedish)Doctoral thesis, comprehensive summary (Other academic)
Alternative title[en]
Formative assessment : a piece of cake or a difficult challenge? Effects of a professional development programme on teachers' classroom practice and students' achievement in mathematics
Abstract [en]

Research reviews have shown that the use of formative assessment in classroom practice can substantially improve student achievement. However, a strong research base about how to support teachers’ implementation of such formative classroom practice is lacking. In this thesis, I investigate the effects of a comprehensive professional development programme (PDP) in formative assessment on teachers’ classroom practice and students’ achievement in mathematics. In addition, I identify reasons for the changes made in the teachers’ formative classroom practice. Fourteen randomly selected year - 7 mathematics teachers participated in the PDP. The teachers’ formative classroom practice before and after attending the programme was analysed and described, and reasons for their change in practice were explored. The effect of the changes in formative classroom practice on students’ mathematics achievement was examined using pre- and post-tests administered to both the intervention group and a control group. A mixed methods approach with classroom observations, teacher interviews, questionnaires and student achievement tests in mathematics was used in the studies included in the thesis.

The results show that the teachers used aspects of formative assessment in their classroom practice before the PDP, but that there was plenty of room for development towards a more effective formative assessment practice. Several possibilities for developing the practice were identified. After the PDP the teachers believed in the idea of formative assessment and were motivated to make changes towards a more formative classroom practice. The teachers included new formative assessment activities in their classroom practice, but in different ways and to different degrees. The characteristics of these changes were identified, and also the characteristics of the PDP that the teachers found to be influential for their development of the formative classroom practice. Results also show that the teachers’ motivational beliefs held after the PDP was an explanatory factor for their changes in practice. However, the formative assessment practice the teachers implemented did not have a significant effect on their students’ achievement compared to the control group. In addition, there was no correlation between the number of formative assessment activities implemented by the teachers and their students’ achievement gains. Reasons for these non-effects on student achievement, and for the teachers’ degree and type of implementation of formative assessment in the classroom practice, are discussed in the thesis.

Place, publisher, year, edition, pages
Umeå: Umeå universitet, 2017. p. 88
Series
Studies in Science and Technology Education, ISSN 1652-5051 ; 96
Keywords
Formative assessment, assessment for learning, mathematics, professional development, teacher practice, teacher growth, student achievement, motivation, expectancy-value theory, secondary school, Formativ bedömning, bedömning för lärande, matematik, kompetensutveckling, elevers prestationer, lärares lärande, motivation, expectancy-value theory
National Category
Didactics
Research subject
didactics of mathematics
Identifiers
urn:nbn:se:umu:diva-135038 (URN)978-91-7601-706-7 (ISBN)
Public defence
2017-06-09, Hörsal F, Humanisthuset, Umeå universitet, Umeå, 10:15 (Swedish)
Opponent
Supervisors
Available from: 2017-05-19 Created: 2017-05-16 Last updated: 2018-06-09Bibliographically approved
Andersson, C., Boström, E. & Palm, T. (2017). Formative assessment in Swedish mathematics classroom practice. Nordisk matematikkdidaktikk, NOMAD: [Nordic Studies in Mathematics Education], 22(1), 5-20
Open this publication in new window or tab >>Formative assessment in Swedish mathematics classroom practice
2017 (English)In: Nordisk matematikkdidaktikk, NOMAD: [Nordic Studies in Mathematics Education], ISSN 1104-2176, Vol. 22, no 1, p. 5-20Article in journal (Refereed) Published
Abstract [en]

Research shows that substantial learning gains are possible through the use of formative assessment. However, little is known about Swedish mathematics teachers’ use of formative assessment, and thus about the possible value of professional development programmes. This study uses teacher interviews and classroom observations to examine the classroom practice of 38 randomly selected primary and secondary school teachers in a mid-sized Swedish municipality. A framework of formative assessment comprising one big idea and five Key strategies structured the analysis. The study identifies characteristics of current formative assessment practices. The results show that the teachers do use a variety of formative assessment activities, but also that there is much room for development towards a more effective formative classroom practice. 

Place, publisher, year, edition, pages
Nationellt centrum för matematikutbildning (NCM), 2017
National Category
Pedagogical Work
Research subject
didactics of mathematics
Identifiers
urn:nbn:se:umu:diva-132697 (URN)
Funder
Riksbankens Jubileumsfond
Note

Originally included in thesis in manuscript form

Available from: 2017-03-20 Created: 2017-03-20 Last updated: 2019-02-05Bibliographically approved
Boström, E. & Palm, T. (2015). A professional development program in formative assessment for mathematics teachers: Which changes did the teachers do and why?. In: Krainer, K Vondrova, N (Ed.), Proceedings of the ninth conference of the European Society for Research in mathematics education (CERME9): . Paper presented at 9th congress of European Reasearch in Mathematics Education, Prague, February 4-8, 2015 (pp. 2947-2948). Prague: Charles University
Open this publication in new window or tab >>A professional development program in formative assessment for mathematics teachers: Which changes did the teachers do and why?
2015 (English)In: Proceedings of the ninth conference of the European Society for Research in mathematics education (CERME9) / [ed] Krainer, K Vondrova, N, Prague: Charles University , 2015, p. 2947-2948Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

This study is part of a larger research project about a comprehensive professional development program (PDP) in formative assessment for mathematics teachers. The aim of the study is to investigate in which ways the teachers' classroom practice change, with respect to formative assessment, after participating in the PDP, and which some of the reasons may be for these changes. Fourteen randomly chosen grade-seven mathematics teachers participated in the PDP. The teachers were interviewed and their classroom practices observed, before and after the PDP. They also answered two questionnaires about the PDP. Preliminary results show that all teachers were motivated to change and did change their practice, but to varying degrees.

Place, publisher, year, edition, pages
Prague: Charles University, 2015
Keywords
Professional development, formative assessment, mathematics education
National Category
Pedagogical Work
Identifiers
urn:nbn:se:umu:diva-163262 (URN)000466853904032 ()978-80-7290-844-8 (ISBN)
Conference
9th congress of European Reasearch in Mathematics Education, Prague, February 4-8, 2015
Available from: 2019-09-18 Created: 2019-09-18 Last updated: 2019-09-18Bibliographically approved
Andersson, C. & Boström, E. (2015). Formative assessment in Swedish mathematics classroom practice. In: Kondrad Krainer & Naďa Vondrov (Ed.), CERME9 : proceedings of the Ninth Congress of the European Society for Research in Mathematics Education: . Paper presented at CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education, 4-8 Feb 2015, Prague, Czech Republic, Charles University in Prague, Faculty of Education and ERME (pp. 3167-3168). Prague: Charles University
Open this publication in new window or tab >>Formative assessment in Swedish mathematics classroom practice
2015 (English)In: CERME9 : proceedings of the Ninth Congress of the European Society for Research in Mathematics Education / [ed] Kondrad Krainer & Naďa Vondrov, Prague: Charles University , 2015, p. 3167-3168Conference paper, Poster (with or without abstract) (Refereed)
Abstract [en]

Using formative assessment has woken interest in many countries because of the potential effect on student achievement. To investigate Swedish teachers' use of formative assessment in mathematics, this study used classroom observations and teacher interviews of 38 mathematics teachers. The teachers used formative assessment, but additional formative activities could support teachers to better take advantage of the potential in using formative assessment

Place, publisher, year, edition, pages
Prague: Charles University, 2015
Keywords
Formative assessment, mathematics education.
National Category
Educational Sciences
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-122619 (URN)978-80-7290-844-8 (ISBN)
External cooperation:
Conference
CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education, 4-8 Feb 2015, Prague, Czech Republic, Charles University in Prague, Faculty of Education and ERME
Available from: 2016-06-20 Created: 2016-06-20 Last updated: 2018-06-07Bibliographically approved
Ryve, A., Nilsson, P., Palm, T., Van Steenbrugge, H., Andersson, C., Bergwall, A., . . . Vingsle, L. (2015). Kartläggning av forskning om formativ bedömning, klassrumsundervisning och läromedel i matematik: Delrapport från skolforsk-projektet.
Open this publication in new window or tab >>Kartläggning av forskning om formativ bedömning, klassrumsundervisning och läromedel i matematik: Delrapport från skolforsk-projektet
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2015 (Swedish)Report (Other academic)
Abstract [en]

The current project focuses on mathematics education, and is partitioned into three subprojects mapping research on formative assessment, classroom teaching, and curriculum programs in mathematics. The rationale for focusing on these three areas is that they are all highly relevant for understanding and improving Swedish mathematics education and students’ knowing of mathematics. Therefore, the aim of the project is to map research on formative assessment, classroom teaching, and curriculum programs in mathematics education.

The methodology of the literature review has been inspired by Gough, Oliver, and Thomas (2013), and we have focused on the mapping on journal articles published on Web of Science (WoS).

The results from the sample of articles on formative assessment show that strategies of formative assessment in mathematics are positively correlated to students’ performance in mathematics with medium and large effect sizes. However, based on the current mapping it is difficult to specify aspects of how the formative strategies are to be implemented in order to promote students’ knowing of mathematics.

Despite the change in perspective of what constitutes knowledge in mathematics to also include reasoning, problem-solving and communication, the map shows that research is mainly focused on examining teaching methods and their effects on students’ skills in mathematics. A closer examination of the studies that do focus on teaching for supporting students in developing competencies like reasoning and problem-solving shows that connections between and comparison of students’ solutions, as well as teachers’ ways of asking questions to support students in explaining their solutions clearly and in detail, are important for students’ learning of these competencies.

A central finding stemming from this review of curriculum programs is the complexity involved in how the programs can support teachers in establishing classroom practices. Curriculum resources and teacher resources, as well as other influencing factors, impact the quality of instruction, and studies have begun to point out how curriculum resources and teacher resources uniquely and jointly impact classroom practices. Multiple research articles have expressed the need for teacher support in implementing curriculum programs, by means of professional development, teacher education and support provided by the curriculum programs themselves. Interesting in this regard is the state of the research field concerning the design of educative curriculum programs, and how teachers make use of such support. Studies have proposed design approaches, regarding both the actual development of educative curriculum programs as well as how to use them in teacher education to support prospective teachers’ development of knowledge. Further, although research has revealed that it is important to prepare for teaching in certain ways, we found very little research that explicitly analyzed how teachers actually prepare for teaching a mathematics lesson.

Limitations of the project include: (1) the lack of searching in potentially relevant databases, (2) the fact that a relatively small proportion of articles found in the search have been coded, (3) that we have not engaged in deep considerations as to whether and in what ways results from international research are relevant in the Swedish context, and (4) that we therefore have not been able to synthesize the results of the study. In relation to the Swedish context (Hemmi & Ryve, 2014; Boesen et al., 2014), international research (Hattie, 2009; Smith & Stein, 2011), and the current project’s findings, we recommend that Skolforskningsinstitutet focus on two aspects of great importance for developing students’ knowing of mathematics. First, Skolforskningsinstitutet should synthesize research that supports actors, such as teachers and principals, in acting within school practices. In the case of teachers, support is needed to engage them in actively anticipating students’ thinking, using curriculum programs effectively, introducing mathematical content, acting in group work, formatively assessing students’ learning, and orchestrating whole-class mathematical discussions. Secondly, actors within school practices need support not only in initiating and implementing developments but also in institutionalizing such developments. Skolforskningsinstitutet should specify the kind of support needed in order to ensure that material, routines, competences, and organizations become integral and permanent features of Swedish school practice. 

Publisher
p. 229
Series
Vetenskapsrådets rapporter
National Category
Didactics
Research subject
didactics of mathematics
Identifiers
urn:nbn:se:umu:diva-122607 (URN)ISBN 978-91-7307-274-8 (ISBN)
External cooperation:
Funder
Swedish Research Council
Available from: 2016-06-20 Created: 2016-06-20 Last updated: 2018-06-07Bibliographically approved
Boström, E. (2014). The impact of a teacher professional development program in formative assessment on mathematics teachers’ classroom practice. In: Development of mathematics teaching: Design, Scale, Effects. Paper presented at Nionde Matematikdidaktiska forskningsseminariet(MADIF-9), Umeå,Feb 4-5, 2014.
Open this publication in new window or tab >>The impact of a teacher professional development program in formative assessment on mathematics teachers’ classroom practice
2014 (English)In: Development of mathematics teaching: Design, Scale, Effects, 2014Conference paper, Oral presentation with published abstract (Other academic)
Abstract [en]

This study is a sub study in a project about a comprehensive professional development program (PDP) for mathematics teachers in formative assessment (FA). My aim is to investigate in which ways the participating teachers’ classroom practice change, due to the delivered PDP, and also to identify reasons for the changes and the variation in changes. Fourteen randomly chosen mathematics teachers in secondary school participated in the PDP. The teachers were interviewed and their classroom practice observed before and after the PDP. They have also answered two questionnaires. Preliminary results show that all teachers were motivated to change and did change their practice, but to varying degrees. Factors that were important for the change to take place have been identified.

Keywords
Formative assessment, mathematics didactics, professional development, Formativ bedömning, matematikdidaktik, fortbildning
National Category
Didactics Pedagogical Work
Research subject
didactics of mathematics; educational work
Identifiers
urn:nbn:se:umu:diva-93565 (URN)
Conference
Nionde Matematikdidaktiska forskningsseminariet(MADIF-9), Umeå,Feb 4-5, 2014
Available from: 2014-09-25 Created: 2014-09-25 Last updated: 2018-06-07Bibliographically approved
Boström, E. (2013). The impact of a teacher professional development program in formative assessment on mathematics teachers’ classroom practice. In: Röj-Lindberg, A-S., Burman, L., Kurtén-Finnäs, B. & Linnanmäki, K. (in (Ed.), Spaces for learning: past, present and future. Proceedings of the FMSERA 30th annual symposium in Vaasa, November 6-8, 2013: . Paper presented at FMSERA 30th annual symposium in Vaasa, November 6-8, 2013.
Open this publication in new window or tab >>The impact of a teacher professional development program in formative assessment on mathematics teachers’ classroom practice
2013 (English)In: Spaces for learning: past, present and future. Proceedings of the FMSERA 30th annual symposium in Vaasa, November 6-8, 2013 / [ed] Röj-Lindberg, A-S., Burman, L., Kurtén-Finnäs, B. & Linnanmäki, K. (in, 2013Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

This is a substudy in a project about a comprehensiveprofessional development program (PDP) in formative assessment (FA) formathematics teachers. My aim is to investigate in which ways the teachers’classroom practice change, with respect to FA, after participating in the PDP andwhat some of the reasons may be for these changes. Fourteen randomly chosenmathematics teachers in secondary school participated in the PDP. The teachers wereinterviewed and their classroom practice observed before and after the PDP.They have also answered two questionnaires. The PDPand the analysis about the teachers’ change is based on Dylan Wiliam and his colleagues’framework of FA. Preliminary results showthat all teachers were motivated to change and did change their practice, butto varying degrees.

Keywords
formative assessment, mathematics education, professional development, formativ bedömning, matematik didaktik, fortbildning
National Category
Didactics Pedagogical Work
Research subject
didactics of mathematics; educational work
Identifiers
urn:nbn:se:umu:diva-93570 (URN)
Conference
FMSERA 30th annual symposium in Vaasa, November 6-8, 2013
Note

In press

Available from: 2014-09-25 Created: 2014-09-25 Last updated: 2018-06-07
Boström, E. & Palm, T.Changes in teachers' formative classroom practice after a professional development programme, and important conditions for change.
Open this publication in new window or tab >>Changes in teachers' formative classroom practice after a professional development programme, and important conditions for change
(English)Manuscript (preprint) (Other academic)
Abstract [en]

Formative assessment has been shown to have the power to positively affect student achievement, but support for teachers to substantially develop their formative classroom practices have been frequently unsuccessful. In this study, a random selection of year-7 teachers participated in a professional development programme (PDP) in formative assessment. The PDP was designed in accordance with many of the characteristics known to be important for teachers’ possibilities to develop their practice. Classroom observations, questionnaires and interviews are used to investigate the changes made in the teachers’ classroom practices after the PDP, and the conditions and barriers they perceived to have been important in their endeavours to developing a formative classroom practice. The results show how all teachers developed their practice, but to different degrees, and that a majority of the implemented activities focus on the teacher as the responsible agent for the formative assessment process. The teachers were satisfied with most of the conditions provided during the PDP, but experienced barriers for change from the teaching conditions at their schools after the PDP. A comparison is made with a parallel PDP for year-4 teachers that resulted in large teacher changes and significant effects on student achievement.

Keywords
formative assessment, assessment for learning, professional development, mathematics, secondary school
National Category
Educational Sciences
Research subject
didactics of mathematics
Identifiers
urn:nbn:se:umu:diva-135028 (URN)
Available from: 2017-05-16 Created: 2017-05-16 Last updated: 2018-06-09
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