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A review of the impact of formative assessment on student achievement in mathematics
Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik. Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Umeå forskningscentrum för matematikdidaktik (UFM).
Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik. Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Umeå forskningscentrum för matematikdidaktik (UFM).
Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik. Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Umeå forskningscentrum för matematikdidaktik (UFM).
Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik. Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Umeå forskningscentrum för matematikdidaktik (UFM).
2017 (engelsk)Inngår i: Nordisk matematikkdidaktikk, ISSN 1104-2176, Vol. 22, nr 3, s. 25-50Artikkel i tidsskrift (Fagfellevurdert) 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.

sted, utgiver, år, opplag, sider
Göteborg: Nationellt centrum för matematikutbildning , 2017. Vol. 22, nr 3, s. 25-50
HSV kategori
Forskningsprogram
matematikdidaktik
Identifikatorer
URN: urn:nbn:se:umu:diva-133183OAI: oai:DiVA.org:umu-133183DiVA, id: diva2:1086330
Tilgjengelig fra: 2017-04-01 Laget: 2017-04-01 Sist oppdatert: 2018-06-09bibliografisk kontrollert
Inngår i avhandling
1. Formativ bedömning och självreglerat lärande: vad behöver vi för att få det att hända?
Åpne denne publikasjonen i ny fane eller vindu >>Formativ bedömning och självreglerat lärande: vad behöver vi för att få det att hända?
2017 (svensk)Doktoravhandling, med artikler (Annet vitenskapelig)
Alternativ tittel[en]
Formative assessment and self-regulated learning : what do we need to make it happen?
Abstract [en]

Previous research has shown that substantial learning gains are possible when formative assessment and support for students’ development of self-regulated learning skills are implemented in classroom practice. Such implementation is not straightforward and there is a need for both further understanding of the knowledge and skills teachers require to practice formative assessment, and further insights into how different characteristics of ordinary teaching practices support students’ in becoming proficient self-regulated learners. This doctoral thesis includes a licentiate thesis and two articles. In the licentiate thesis, classroom observations are used to investigate the knowledge and skills used by a teacher engaged in a comprehensive formative classroom practice. The results show that the teacher's practice is complex and requires advanced knowledge and skills that are often used simultaneously and under time pressure. For example, the teacher, sometimes in a matter of seconds, handles new (to her) mathematics, makes inferences from students’ responses to their understanding, and based on these inferences makes decisions about her teaching. The first article is a literature review focusing on the effects of formative assessment on student achievement in mathematics since there is a lack of knowledge of the effects of formative assessment on student achievement, in particular for subject areas such as mathematics. In the review, a systematic literature search is made for articles studying the effects of both teacher-centered approaches and approaches emphasizing student involvement in the formative assessment processes. The latter type of approaches includes teacher practices that support students’ development of aspects of self-regulated learning competence. The results show that all approaches included in the review have significant positive effects on student achievement in mathematics. The second article examines in what ways learning situations in authentic classroom practices provide opportunities for the students to develop self-regulated learning skills, and how students experience these opportunities. The analysis is based on data from classroom observations of three teachers’ mathematics lessons, and on interviews with their students. The results show that instruction in self-regulated learning skills mostly occurred implicitly, and the opportunities to develop the skills were mainly provided and experienced at the observational level.

sted, utgiver, år, opplag, sider
Umeå: Umeå universitet, 2017. s. 63
Serie
Doktorsavhandlingar i pedagogiskt arbete, ISSN 1650-8858 ; 77
Serie
Umeå Studies in the Educational Sciences ; 23
Emneord
formative assessment, assessment for learning, self-regulated learning, teacher knowledge, mathematics education, formativ bedömning, bedömning för lärande, självreglerat lärande, lärares kunskap, matematikdidaktik
HSV kategori
Forskningsprogram
matematikdidaktik
Identifikatorer
urn:nbn:se:umu:diva-135032 (URN)978-91-7601-705-0 (ISBN)
Disputas
2017-06-08, Humanisthuset, Hörsal F, Umeå, 10:15 (svensk)
Opponent
Veileder
Tilgjengelig fra: 2017-05-18 Laget: 2017-05-16 Sist oppdatert: 2018-06-09bibliografisk kontrollert

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