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
Motivational beliefs as an explanation for the effect of professional development programmes in formative assessment on teacher practice
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).
(Engelska)Manuskript (preprint) (Övrigt vetenskapligt)
Abstract [en]

Research has identified characteristics of professional development programmes (PDPs) which are successful inchanging teachers practice and improving student achievement. However, these characteristics do not predict and guarantee the outcomes of a specific PDP. Through teacher interviews and questionnaires, we investigated why randomly selected teachers in schoolyear-7, after participating in a PDP on formative assessment, changed their practice in ways identified in an earlier study and why these changes differed from those of teachers in schoolyear-4 participating in a similar PDP. The results show that the teachers’ motivational beliefs held after the PDP is an explanatory factor for their changes in practice. We discuss how differences in these beliefs may have developed by connecting characteristics of the teachers, the school, and the PDP to the mechanisms of change identified in a model of teacher growth.

Nyckelord [en]
Professional development, formative assessment, mathematics, motivation, teacher change
Nationell ämneskategori
Utbildningsvetenskap
Forskningsämne
matematikdidaktik
Identifikatorer
URN: urn:nbn:se:umu:diva-135031OAI: oai:DiVA.org:umu-135031DiVA, id: diva2:1095964
Tillgänglig från: 2017-05-16 Skapad: 2017-05-16 Senast uppdaterad: 2018-06-09
Ingår 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
Öppna denna publikation i ny flik eller fönster >>Formativ bedömning: en enkel match eller en svår utmaning? Effekter av en kompetensutvecklingssatsning på lärarnas praktik och på elevernas prestationer i matematik
2017 (Svenska)Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)
Alternativ titel[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.

Ort, förlag, år, upplaga, sidor
Umeå: Umeå universitet, 2017. s. 88
Serie
Studies in Science and Technology Education, ISSN 1652-5051 ; 96
Nyckelord
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
Nationell ämneskategori
Didaktik
Forskningsämne
matematikdidaktik
Identifikatorer
urn:nbn:se:umu:diva-135038 (URN)978-91-7601-706-7 (ISBN)
Disputation
2017-06-09, Hörsal F, Humanisthuset, Umeå universitet, Umeå, 10:15 (Svenska)
Opponent
Handledare
Tillgänglig från: 2017-05-19 Skapad: 2017-05-16 Senast uppdaterad: 2018-06-09Bibliografiskt granskad

Open Access i DiVA

Fulltext saknas i DiVA

Personposter BETA

Boström, ErikaPalm, Torulf

Sök vidare i DiVA

Av författaren/redaktören
Boström, ErikaPalm, Torulf
Av organisationen
Institutionen för naturvetenskapernas och matematikens didaktikUmeå forskningscentrum för matematikdidaktik (UFM)
Utbildningsvetenskap

Sök vidare utanför DiVA

GoogleGoogle Scholar

urn-nbn

Altmetricpoäng

urn-nbn
Totalt: 239 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