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Formative assessment in Swedish mathematics classroom practice
Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik. Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Umeå forskningscentrum för matematikdidaktik (UFM). (Formativ bedömning)ORCID-id: 0000-0002-8738-8639
Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik. Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Umeå forskningscentrum för matematikdidaktik (UFM). (Formativ bedömning)
Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik. Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Umeå forskningscentrum för matematikdidaktik (UFM). (Formativ bedömning)
2017 (engelsk)Inngår i: Nordisk matematikkdidaktikk, NOMAD: [Nordic Studies in Mathematics Education], ISSN 1104-2176, Vol. 22, nr 1, s. 5-20Artikkel i tidsskrift (Fagfellevurdert) 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. 

sted, utgiver, år, opplag, sider
Nationellt centrum för matematikutbildning (NCM), 2017. Vol. 22, nr 1, s. 5-20
HSV kategori
Forskningsprogram
matematikdidaktik
Identifikatorer
URN: urn:nbn:se:umu:diva-132697OAI: oai:DiVA.org:umu-132697DiVA, id: diva2:1083174
Forskningsfinansiär
Riksbankens Jubileumsfond
Merknad

Originally included in thesis in manuscript form

Tilgjengelig fra: 2017-03-20 Laget: 2017-03-20 Sist oppdatert: 2019-02-05bibliografisk kontrollert
Inngår i avhandling
1. Formativ bedömning: en enkel match eller en svår utmaning? Effekter av en kompetensutvecklingssatsning på lärarnas praktik och på elevernas prestationer i matematik
Åpne denne publikasjonen i ny fane eller vindu >>Formativ bedömning: en enkel match eller en svår utmaning? Effekter av en kompetensutvecklingssatsning på lärarnas praktik och på elevernas prestationer i matematik
2017 (svensk)Doktoravhandling, med artikler (Annet vitenskapelig)
Alternativ tittel[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.

sted, utgiver, år, opplag, sider
Umeå: Umeå universitet, 2017. s. 88
Serie
Studies in Science and Technology Education, ISSN 1652-5051 ; 96
Emneord
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
HSV kategori
Forskningsprogram
matematikdidaktik
Identifikatorer
urn:nbn:se:umu:diva-135038 (URN)978-91-7601-706-7 (ISBN)
Disputas
2017-06-09, Hörsal F, Humanisthuset, Umeå universitet, Umeå, 10:15 (svensk)
Opponent
Veileder
Tilgjengelig fra: 2017-05-19 Laget: 2017-05-16 Sist oppdatert: 2018-06-09bibliografisk kontrollert
2. Professional development in formative assessment: effects on teacher classroom practice and student achievement
Åpne denne publikasjonen i ny fane eller vindu >>Professional development in formative assessment: effects on teacher classroom practice and student achievement
2015 (engelsk)Doktoravhandling, med artikler (Annet vitenskapelig)
Abstract [en]

The potential of formative assessment, evident in several research reviews, has raised the interest in many countries to invest in reform initiatives to develop its use. However, implementation of formative assessment is not straightforward and there is a lack of knowledge about how to design appropriate professional development. The intervention study presented in this thesis aimed to see if a random selection of teachers, participating in a professional development program with many contact hours and substantial support of an expert, implemented formative assessment in a way that increased their students’ learning in mathematics. It also aimed to examine the reasons for the teachers’ changes in their classroom practice.

The twenty-two year 4 teachers attended a professional development program in formative assessment in mathematics. A mixed methods approach used classroom observations, teacher interviews, questionnaire surveys and student mathematics tests to investigate the effects on teacher classroom practice and student achievement.

It was found that the teachers trained in formative assessment built on their previous formative classroom practice and added new formative assessment activities into their mathematics classroom practice to a level that had significant impact on student achievement in mathematics (p = .036, d = .66). The teachers developed their formative assessment practice in three dimensions: key processes in teaching and learning, agents in the classroom, and the length of the formative assessment cycle.

The reasons for teachers ́ implementation of new formative assessment activities were well explained by the expectancy-value theory of achievement motivation. Important aspects of the professional development program were: (1) A formative and process-oriented character; (2) Activities directly useable in classrooms; (3) Experience of using formative assessment activities; (4) Connection between theory and practice; (5) Time; and (6) Knowledgeable support.

The thesis shows that it was possible to provide sufficient support to a random selection of teachers for them to develop their formative assessment practice in a way that improved student achievement. However, this thesis also indicates that it can be expected that teachers would need substantial time and support to achieve such developments in their classroom practice.

sted, utgiver, år, opplag, sider
Umeå: Umeå universitet, 2015. s. 113
Serie
Doktorsavhandlingar i pedagogiskt arbete, ISSN 1650-8858 ; 1650-8858
Emneord
formative assessment, mathematics education, professional development, teacher education, student achievement
HSV kategori
Identifikatorer
urn:nbn:se:umu:diva-102394 (URN)978-91-7601-256-7 (ISBN)
Disputas
2015-05-22, Naturvetarhuset, N320, Umeå universitet, Umeå, 13:00 (engelsk)
Opponent
Veileder
Tilgjengelig fra: 2015-04-30 Laget: 2015-04-23 Sist oppdatert: 2018-06-25bibliografisk kontrollert

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