umu.sePublikationer
Ändra sökning
RefereraExporteraLänk till posten
Permanent länk

Direktlänk
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annat format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annat språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf
The impact of formative assessment on student achievement: a study of the effects of changes in classroom practice after a comprehensive professional development programme
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)
2017 (Engelska)Ingår i: Learning and instruction, ISSN 0959-4752, E-ISSN 1873-3263, Vol. 49, s. 92-102Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

A random sample of 22 Year 4 teachers in mathematics from a middle-sized Swedish municipality participated in a teacher professional development programme in formative assessment. The content ofthe programme was formative assessment conceptualised as a unity of different, integrated strategies.The study examines the effects on student achievement of the changes in the teachers’ formative classroom practice that followed the professional development input. Results show that, after controlling for pretest scores, the classes in the intervention group significantly out performed the classes in thecontrol group in a posttest administered one school year after the end of the programme (p = 0.036, d = 0.66). The study contributes to the understanding of under-studied areas of the impact of professional development in formative assessment, and the impact of teacher practice based on formative assessment conceptualised as a unity of different formative assessment strategies.

Ort, förlag, år, upplaga, sidor
2017. Vol. 49, s. 92-102
Nyckelord [en]
assessment for learning, formative assessment, mathematics, primary school, professional development, student achievement
Nationell ämneskategori
Pedagogiskt arbete
Forskningsämne
matematikdidaktik; pedagogiskt arbete
Identifikatorer
URN: urn:nbn:se:umu:diva-102335DOI: 10.1016/j.learninstruc.2016.12.006ISI: 000403117400009OAI: oai:DiVA.org:umu-102335DiVA, id: diva2:807494
Forskningsfinansiär
Riksbankens JubileumsfondTillgänglig från: 2015-04-23 Skapad: 2015-04-23 Senast uppdaterad: 2018-06-07Bibliografiskt granskad
Ingår i avhandling
1. Professional development in formative assessment: effects on teacher classroom practice and student achievement
Öppna denna publikation i ny flik eller fönster >>Professional development in formative assessment: effects on teacher classroom practice and student achievement
2015 (Engelska)Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)
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.

Ort, förlag, år, upplaga, sidor
Umeå: Umeå universitet, 2015. s. 113
Serie
Doktorsavhandlingar i pedagogiskt arbete, ISSN 1650-8858 ; 1650-8858
Nyckelord
formative assessment, mathematics education, professional development, teacher education, student achievement
Nationell ämneskategori
Pedagogiskt arbete
Identifikatorer
urn:nbn:se:umu:diva-102394 (URN)978-91-7601-256-7 (ISBN)
Disputation
2015-05-22, Naturvetarhuset, N320, Umeå universitet, Umeå, 13:00 (Engelska)
Opponent
Handledare
Tillgänglig från: 2015-04-30 Skapad: 2015-04-23 Senast uppdaterad: 2018-06-25Bibliografiskt granskad

Open Access i DiVA

Fulltext saknas i DiVA

Övriga länkar

Förlagets fulltext

Personposter BETA

Andersson, CatarinaPalm, Torulf

Sök vidare i DiVA

Av författaren/redaktören
Andersson, CatarinaPalm, Torulf
Av organisationen
Institutionen för naturvetenskapernas och matematikens didaktikUmeå forskningscentrum för matematikdidaktik (UFM)
I samma tidskrift
Learning and instruction
Pedagogiskt arbete

Sök vidare utanför DiVA

GoogleGoogle Scholar

doi
urn-nbn

Altmetricpoäng

doi
urn-nbn
Totalt: 4561 träffar
RefereraExporteraLänk till posten
Permanent länk

Direktlänk
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annat format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annat språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf