The impact of formative assessment on student achievement: A study of the effects of changes to classroom practice after a comprehensive professional development programme |
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| Institution: | 1. Pädagogische Hochschule Schwäbisch Gmünd (University of Education Schwäbisch Gmünd), Institut für Erziehungswissenschaft (Institute of Education Research), Oberbettringerstraße 200, 73525 Schwäbisch Gmünd, Germany;2. Universität Erlangen-Nürnberg (University of Erlangen-Nürnberg), Lehrstuhl für Schulpädagogik (Institute of School Pedagogy), Regensburger Straße 160, 90478 Nürnberg, Germany;3. Pädagogische Hochschule Heidelberg (University of Education Heidelberg), Institut für Naturwissenschaften/Didaktik der Biologie (Institute of Science Education), Im Neuen Feld 561-2, 69198 Heidelberg, Germany;1. University of Twente, Postbus 217, 7500 AE, Enschede, The Netherlands;2. Australian Catholic University, 1100 Nudgee Rd, Banyo, QLD 4014, Australia;1. HZ University of Applied Sciences, The Netherlands;2. Open University, The Netherlands;3. Fontys University of Applied Sciences, The Netherlands;4. Roosevelt Centre for Excellence in Education, The Netherlands;5. University of Turku, Finland |
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| Abstract: | 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 of the 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 outperformed the classes in the control 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. |
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| Keywords: | Assessment for learning Formative assessment Mathematics Professional development Student achievement |
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