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  • 1.
    Andersson, Catarina
    et al.
    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).
    Palm, Torulf
    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).
    The impact of formative assessment on student achievement: a study of the effects of changes in classroom practice after a comprehensive professional development programme2017In: Learning and instruction, ISSN 0959-4752, E-ISSN 1873-3263, Vol. 49, p. 92-102Article in journal (Refereed)
    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.

  • 2.
    Kjeldsen, Ann-Christina
    et al.
    Department of Special Education, Abo Academy University, Finland .
    Niemi, Pekka
    Department of Psychology, University of Turku, Turku, Finland.
    Olofsson, Åke
    Umeå University, Faculty of Social Sciences, Department of Psychology.
    Training phonological awareness in kindergarten level children: consistency is more important than quantity2003In: Learning and instruction, ISSN 0959-4752, E-ISSN 1873-3263, Vol. 13, p. 349-365Article in journal (Refereed)
    Abstract [en]

    In this study, we show that the benefits of phonological training upon reading skills, aptly demonstrated by Lundberg, Frost, and Petersen (Reading Res. Q., 23 (1988) 263), can be obtained even in less favourable conditions featuring a smaller dose of training in a kindergarten culture impregnated by knowledge of phonological awareness and reading. As a consequence, the control group in the present study demonstrated vastly better pre-school reading skills than the one in Lundberg et al. (1988). One experimental group received a training dose of only 60% of that administered by Lundberg et al. (1988). The results replicated those of Lundberg et al. (1988) even for the group with a 60% training dose. A significant gain in word reading was maintained until the end of grade 2 both for mainstream pupils and childrenat- risk. A spelling gain was observed only for children-at-risk in grade 2. It is suggested that training must be strictly systematic in order to be effective. The results are discussed in terms of metacognitive insights into reading that are gained through training in phonological awareness.

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