TY - JOUR

T1 - Formative assessment in mathematics

T2 - Mediated by feedback’s perceived usefulness and students‘ self-efficacy

AU - Rakoczy, Katrin

AU - Pinger, Petra

AU - Hochweber, Jan

AU - Klieme, Eckhard

AU - Schütze, Birgit

AU - Besser, Michael

PY - 2019/4

Y1 - 2019/4

N2 - Although formative assessment is regarded as a promising way to improve teaching and learning, there is considerable need for research on precisely how it influences student learning. In this study we developed and implemented a formative assessment intervention for mathematics instruction and investigated whether it had effects on students' interest and achievement directly and via students' perception of the usefulness of the feedback and their self-efficacy. We conducted a cluster randomized field trial with pretest and posttest. The 26 participating classes were randomly assigned to a control group or the intervention group. Results of path analyses indicate that feedback was perceived as more useful in the formative assessment condition, self-efficacy was greater, and interest tended to increase; learning progress did not differ between the groups. The assumed indirect effects were partly confirmed: formative assessment showed an indirect effect on interest via its perceived usefulness.

AB - Although formative assessment is regarded as a promising way to improve teaching and learning, there is considerable need for research on precisely how it influences student learning. In this study we developed and implemented a formative assessment intervention for mathematics instruction and investigated whether it had effects on students' interest and achievement directly and via students' perception of the usefulness of the feedback and their self-efficacy. We conducted a cluster randomized field trial with pretest and posttest. The 26 participating classes were randomly assigned to a control group or the intervention group. Results of path analyses indicate that feedback was perceived as more useful in the formative assessment condition, self-efficacy was greater, and interest tended to increase; learning progress did not differ between the groups. The assumed indirect effects were partly confirmed: formative assessment showed an indirect effect on interest via its perceived usefulness.

KW - Educational science

KW - formative assessment

KW - intervention study

KW - mediation

KW - perceived usefulness

KW - Self-efficacy

UR - http://www.scopus.com/inward/record.url?scp=85041370800&partnerID=8YFLogxK

UR - https://www.mendeley.com/catalogue/860bdedb-79d9-3c41-ba20-7d7937197468/

U2 - 10.1016/j.learninstruc.2018.01.004

DO - 10.1016/j.learninstruc.2018.01.004

M3 - Journal articles

VL - 60

SP - 154

EP - 165

JO - Learning and Instruction

JF - Learning and Instruction

SN - 0959-4752

ER -