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The impact of a specific formative assessment practice 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).
(Engelska)Manuskript (preprint) (Övrigt vetenskapligt)
Abstract [en]

Research has shown that formative assessment can enhance student learning. However, there is a great variety in how formative assessment is conceptualized and implemented, and in the size of the effects found on student achievement. A need has been identified for experimental studies both carefully describing the characteristics of the implemented formative assessment practice and its impact on student achievement. This study examines the effects on student achievement of the changes in a random sample of 14 secondary school mathematics teachers’ formative classroom practice that followed a professional development input. The practices were described, and student achievement were measured with pre-tests and post-tests. Results show that there were no significant differences in learning gains between the classes in the intervention group and the control group. The results also show no significant correlation between the number of formative assessment activities implemented by the teachers and the change in students’ achievement

Nyckelord [en]
Formative assessment, assessment for learning, mathematics, student achievement, secondary school
Nationell ämneskategori
Utbildningsvetenskap
Forskningsämne
matematikdidaktik
Identifikatorer
URN: urn:nbn:se:umu:diva-135033OAI: oai:DiVA.org:umu-135033DiVA, id: diva2:1095966
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

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Boström, ErikaPalm, Torulf

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Institutionen för naturvetenskapernas och matematikens didaktikUmeå forskningscentrum för matematikdidaktik (UFM)
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