The impact of formative assessment on student achievement: A study of the effects of changes to classroom practice after a comprehensive professional development programme

Learning and Instruction

Volumn 49, Issue , 2017, Pages 92-102

  Andersson, Catarina ^a   Palm, Torulf ^a  

^a UMEÅ UNIVERSITY   (Sweden)

Author keywords

Assessment for learning; Formative assessment; Mathematics; Professional development; Student achievement

Indexed keywords

EID: 85008661456     PISSN: 09594752     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.learninstruc.2016.12.006     Document Type: Article

References (47)

1. Andersson, C., Palm, T., Reasons for teachers’ successful development of a formative assessment practice through professional development – a motivation perspective. Andersson, C., (eds.) Professional development in formative assessment: effects on teacher classroom practice and student achievement, 2015, Umeå University, Umeå, Sweden (Doctoral thesis, Department of Science and Mathematics Education).
2. Andersson, C., Palm, T., Characteristics of improved formative assessment practice. Education Inquiry, 2017 (forthcoming).
3. Arter, J. (2009, April). Classroom assessment for student learning (CASL) perspective on the JCSEE student evaluation standards. Paper presented at AERA 2009 in the Division H Symposium JCSEE National Conference on Benchmarking Student Evaluation Practices, San Diego, CA. http://dx:doi.org/10.1177/019263650108562107.
4. Bell, C., Steinberg, J., Wiliam, D., & Wylie, C. (2008, March). Formative assessment and teacher achievement: Two years of implementation of the Keeping Learning on Track Program. Paper presented at the annual meeting of the National Council on Measurement in Education, New York, NY.
5. Bennett, R.E., Formative assessment: A critical review. Assessment in Education: Principles, Policy & Practice 18:1 (2011), 5–25, 10.1080/0969594X.2010.513678.
6. Black, P., Harrison, C., Lee, C., Marshall, B., Wiliam, D., Assessment for learning: Putting it into practice. 2003, Open University Press, Buckingham.
7. Black, P., Wiliam, D., Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice 5:1 (1998), 7–74, 10.1080/0969595980050102.
8. Black, P., Wiliam, D., Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability 21:1 (2009), 5–31, 10.1007/s11092-008-9068-5.
9. Borko, H., Professional development and teacher learning: Mapping the terrain. Educational Researcher 33:8 (2004), 3–15.
10. Clarke, B., Doabler, C.T., Cary, M.S., Kosty, D., Baker, S., Fien, H., et al. Preliminary evaluation of a tier 2 mathematics intervention for first-grade Students: Using a theory of change to guide formative evaluation activities. School Psychology Review 43:2 (2014), 160–178.
11. Clarke, D., Hollingsworth, H., Elaborating a model of teacher professional growth. Teaching and Teacher Education 18:8 (2002), 947–967.
12. De Lisle, J., The promise and reality of formative assessment practice in a continous assessment scheme: The case of Trinidad and Tobago. Assessment in Education: Prinicples, Policy & Practice 22:1 (2015), 79–103, 10.1080/0969594x.2014.944086.
13. Desimone, L., Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational Researcher 38:3 (2009), 181–199, 10.3102/0013189x08331140.
14. Dignath, C., Büttner, G., Components of fostering self- regulated learning among students. A meta- analysis on intervention studies at primary and secondary school level. Metacognition and Learning 3:3 (2008), 231–264, 10.1007/s11409-008-9029-x.
15. Dresel, M., Haugwitz, M., A computer-based approach to fostering motivation and self-regulated learning. Journal of Experimental Education 77:1 (2008), 3–18, 10.3200/jexe.77.1.3-20.
16. Gielen, S., Peeters, E., Dochy, F., Onghena, P., Struyven, K., Improving the effectiveness of peer feedback for learning. Learning and Instruction 20 (2010), 304–315, 10.1016/j.learninstruc.2009.08.007.
17. Guskey, T.R., Staff development and the process of teacher change. Educational Researcher 15:5 (1986), 5–12.
18. Hattie, J., Timperley, H., The power of feedback. Review of Educational Research 77:1 (2007), 81–112, 10.3102/003465430298487.
19. Heritage, M., Heritage, J., Teacher questioning: Tjhe epicenter of instruction and assessment. Applied Measurement in Education 26:3 (2013), 176–190, 10.1080/08957347.2013.793190.
20. Hume, A., Coll, R., Assessment of learning, for learning, and as learning: New Zealand case studies. Assessment in Education: Principles, Policy & Practice 16:3 (2009), 269–290, 10.1080/09695940903319661.
21. James, M., McCormick, R., Teachers learning how to learn. Teaching and Teacher Education: An International Journal of Research and Studies 25:7 (2009), 973–982, 10.1016/j.tate.2009.02.023.
22. Jönsson, A., Lundahl, C., Holmgren, A., Evaluating a large-scale implementation of assessment for learning in Sweden. Assessment in Education: Prinicples, Policy & Practice 22:1 (2015), 104–121, 10.1080/0969594x.2014.970612.
23. Kostons, D., van Gog, T., Paas, F., Training self-assessment and task-selection skills: A cognitive approach to improving self-regulated learning. Learning and Instruction 22 (2012), 121–132, 10.1016/j.learninstruc.2011.08.004.
24. National Mathematics Advisory Panel, Chapter 6: Report of the task group on instructional practices., 2008 Retrieved 2014-09-12 from http://www.ed.gov/about/bdscomm/list/mathpanel/report/instructional-practices.pdf.
25. Olejnik, S., Algina, J., Measures of effect size for comparative studies: Applications, interpretations and limitations. Contemporary Educational Psychology 25:3 (2000), 241–286.
26. Opfer, D., Pedder, D., Conceptualizing teacher professional learning. Review of Educational Research 81:3 (2011), 376–407.
27. Pieger, E., Mengelkamp, C., Bannert, M., Metacognitive judgments and disfluency – does disfluency lead to more accurate judgments, better control, and better performance?. Learning and Instruction 44 (2016), 31–40, 10.1016/j.learninstruc.2016.01.012.
28. Randel, B., Apthorp, H., Beesley, A., Clark, T., Wang, X., Impacts of professional development in classroom assessment on teacher and student outcomes. The Journal of Educational Research 109:5 (2016), 491–502, 10.1080/00220671.2014.992581.
29. Rohrbeck, C.A., Ginsburg-Block, M.D., Fantuzzo, J.W., Miller, T.R., Peer-assisted learning interventions with elementary school studies: A meta-analytic review. Journal of Educational Psychology 95:2 (2003), 240–257.
30. Ross, J., The reliability, validity, and utility of self-assessment. Practical Assessment, Research & Evaluation 11:10 (2006), 1–13 Available online http://pareonline.net/getvn.asp?v=11&n=10.
31. Ryve, A., Nilsson, P., Palm, T., Van Steenbrugge, H., Andersson, C., Bergwall, A., Boström, E., Larsson, M., Vingsle, L., Kartläggning av forskning om formativ bedömning, klassrumsundervisning och läromedel i matematik. 2015, Swedish Research Council, Stockholm, Sweden.
32. Schneider, C., Gowan, P., Investigating teachers’ skills in interpreting evidence of student learning. Applied Measurement in Education 26:3 (2013), 191–204, 10.1080/08957347.2013.793185.
33. Schneider, M.C., Randel, B., Research on characteristics of effective professional development programs for enhancing educators’ skills in formative assessment. Andrade, H.L., Cizek, G.J., (eds.) Handbook of formative assessment, 2010, Routledge, Abingdon, 251–276.
34. Shute, V.J., Focus on formative feedback. Review of Educational Research 78:1 (2008), 153–189, 10.3102/0034654307313795.
35. Timperley, H., Wilson, A., Barrar, H., Fung, I., Teacher professional learning and Development: Best evidence synthesis iteration. 2007, Ministry of Education, Wellington, New Zealand.
36. Van Driel, J., Meirink, J., Van Veen, K., Zwart, R., Current trends and missing links in studies on teacher professional development in science education: A review of design features and quality of research. Studies in Science Edcuation 48:2 (2012), 129–160, 10.1080/03057267.2012.738020.
37. Van Zundert, M., Sluijsmans, D., Van Merriënboer, J., Effective peer assessment processes: Research findings and future directions. Learning and Instruction 20 (2010), 270–279, 10.1016/j.learninstruc.2009.08.004.
38. Van de Pol, J., Volman, M., Beishuizen, J., Patterns of contingent teaching in teacher-student interaction. Learning and Instruction 21:1 (2011), 46–57.
39. Vingsle, C., Formative assessment: Teacher knowledge and skills to make it happen. Licentiate dissertation, 2014, Umeå University, Department of Science and Mathematics Education.
40. Wigfield, A., Eccles, J.S., Expectancy-value theory of achievement motivation. Contemporary Educational Psychology 25:1 (2000), 68–81, 10.1006/ceps.1999.1015.
41. Wiliam, D., An integrative summary of the research literature and implications for a new theory of formative assessment. Andrade, H.L., Cizek, G.J., (eds.) Handbook of formative assessment, 2010, Routledge, Abingdon, 18–40.
42. Wiliam, D., Embedded formative assessment. 2011, Solution Tree Press, Bloomington, Indiana.
43. Wiliam, D., Thompson, M., Integrating assessment with learning: What will it take to make it work?. Dwyer, C.A., (eds.) The future of Assessment: Shaping teaching and learning, 2008, Lawrence Erlbaum Associates, Mahwah, NJ, 53–82.
44. Wylie, C., Lyon, C., The fidelity of formative assessment implementation: Issues of breadth and quality. Assessment in Education: Prinicples, Policy & Practice 22:1 (2015), 140–160, 10.1080/0969594x.2014.990416.
45. Yeh, S.S., Class size reduction or rapid formative Assessment?: a comparison of cost-effectiveness. Educational Research Review 4:1 (2009), 7–15, 10.1016/j.edurev.2008.09.001.
46. Zimmerman, B., Becoming a self-regulated learner: An overview. Theory into Practice 41:2 (2002), 64–70.
47. Zimmerman, B., Bandura, A., Impact of self-regulatory influences on writing course attainment. American Educational Research Journal 31:4 (1994), 845–862.