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Motivational beliefs as an explanation for the effect of professional development programmes in formative assessment on teacher practice
Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education. Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC).
Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education. Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC).
(English)Manuscript (preprint) (Other academic)
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.

Keyword [en]
Professional development, formative assessment, mathematics, motivation, teacher change
National Category
Educational Sciences
Research subject
didactics of mathematics
Identifiers
URN: urn:nbn:se:umu:diva-135031OAI: oai:DiVA.org:umu-135031DiVA: diva2:1095964
Available from: 2017-05-16 Created: 2017-05-16 Last updated: 2017-05-17
In thesis
1. Formativ bedömning: en enkel match eller en svår utmaning? Effekter av en kompetensutvecklingssatsning på lärarnas praktik och på elevernas prestationer i matematik
Open this publication in new window or tab >>Formativ bedömning: en enkel match eller en svår utmaning? Effekter av en kompetensutvecklingssatsning på lärarnas praktik och på elevernas prestationer i matematik
2017 (Swedish)Doctoral thesis, comprehensive summary (Other academic)
Alternative title[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.

Place, publisher, year, edition, pages
Umeå: Umeå universitet, 2017. 88 p.
Series
Studies in Science and Technology Education, ISSN 1652-5051 ; 96
Keyword
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
National Category
Didactics
Research subject
didactics of mathematics
Identifiers
urn:nbn:se:umu:diva-135038 (URN)978-91-7601-706-7 (ISBN)
Public defence
2017-06-09, Hörsal F, Humanisthuset, Umeå universitet, Umeå, 10:15 (Swedish)
Opponent
Supervisors
Available from: 2017-05-19 Created: 2017-05-16 Last updated: 2017-05-23Bibliographically approved

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Citation style
  • apa
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