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Reasons for teachers' successful development of a formative assessment practice through professional development: a motivation perspective
Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik. Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Umeå forskningscentrum för matematikdidaktik (UFM).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). (UMSER)ORCID-id: 0000-0003-0895-8232
2018 (engelsk)Inngår i: Assessment in education: Principles, Policy & Practice, ISSN 0969-594X, E-ISSN 1465-329X, Vol. 25, nr 6, s. 576-597Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

Formative assessment has been shown to have the potential to significantly enhance student achievement, but a strong research base about how to support teachers to implement such a practice is lacking. This is particularly so for a conceptualisation of formative assessment as a unity of integrated formative assessment strategies. The aim of this study is to investigate why the mathematics teachers who participated in a successful professional development programme in formative assessment developed their formative classroom practice to such an extent that it had a significant impact on student achievement. An analysis of data from teacher questionnaires and interviews shows that the teachers' actions can be explained by expectancy-value theory of achievement motivation. Characteristics of the professional development programme that the teachers experienced as important for their development of a formative classroom practice are identified, and the characteristics' affordances for the development of the teachers' expectancy and value beliefs are discussed.

sted, utgiver, år, opplag, sider
Routledge, 2018. Vol. 25, nr 6, s. 576-597
Emneord [en]
Formative assessment, assessment for learning, professional development, motivation, expectancy-value theory
HSV kategori
Forskningsprogram
matematikdidaktik; pedagogiskt arbete
Identifikatorer
URN: urn:nbn:se:umu:diva-102340DOI: 10.1080/0969594X.2018.1430685ISI: 000457093000003OAI: oai:DiVA.org:umu-102340DiVA, id: diva2:807498
Forskningsfinansiär
Riksbankens Jubileumsfond
Merknad

Originally included in thesis in manuscript form

Tilgjengelig fra: 2015-04-23 Laget: 2015-04-23 Sist oppdatert: 2019-02-20bibliografisk kontrollert
Inngår i avhandling
1. 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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