Implementation of formative assessment: effects of quality of programme delivery on students’ mathematics achievement and interest
Publikation: Beiträge in Zeitschriften › Zeitschriftenaufsätze › Forschung › begutachtet
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in: Assessment in Education: Principles, Policy & Practice, Jahrgang 25, Nr. 2, 04.03.2018, S. 160-182.
Publikation: Beiträge in Zeitschriften › Zeitschriftenaufsätze › Forschung › begutachtet
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TY - JOUR
T1 - Implementation of formative assessment
T2 - effects of quality of programme delivery on students’ mathematics achievement and interest
AU - Pinger, Petra
AU - Rakoczy, Katrin
AU - Besser, Michael
AU - Klieme, Eckhard
PY - 2018/3/4
Y1 - 2018/3/4
N2 - The aim of this study was to contribute to the understanding of the effectiveness of formative assessment interventions by analysing how the quality of programme delivery affects students’ mathematics achievement and interest. Teachers (n = 17) implemented formative assessment in their ninth-grade mathematics classes and provided their students (n = 426) with written process-oriented feedback. Four feedback characteristics (number of feedback comments, specificity, feedback at self level, social reference norm) and two types of embedment of feedback in the instructional context (focus on feedback utilisation, focus on performance evaluation) were evaluated. Multilevel regression analyses revealed no significant effects of feedback characteristics on interest but negative effects of number of feedback comments and specificity on achievement in mathematics. Positive effects on mathematics achievement and interest were found when feedback was embedded in instruction and had emphasis on feedback utilisation. Students’ interest also was affected positively when performance evaluation was stressed.
AB - The aim of this study was to contribute to the understanding of the effectiveness of formative assessment interventions by analysing how the quality of programme delivery affects students’ mathematics achievement and interest. Teachers (n = 17) implemented formative assessment in their ninth-grade mathematics classes and provided their students (n = 426) with written process-oriented feedback. Four feedback characteristics (number of feedback comments, specificity, feedback at self level, social reference norm) and two types of embedment of feedback in the instructional context (focus on feedback utilisation, focus on performance evaluation) were evaluated. Multilevel regression analyses revealed no significant effects of feedback characteristics on interest but negative effects of number of feedback comments and specificity on achievement in mathematics. Positive effects on mathematics achievement and interest were found when feedback was embedded in instruction and had emphasis on feedback utilisation. Students’ interest also was affected positively when performance evaluation was stressed.
KW - Lifelong Learning
KW - achievement
KW - feedback
KW - Formative assessment
KW - implementation
KW - mathematics
UR - http://www.scopus.com/inward/record.url?scp=84980334556&partnerID=8YFLogxK
U2 - 10.1080/0969594X.2016.1170665
DO - 10.1080/0969594X.2016.1170665
M3 - Journal articles
VL - 25
SP - 160
EP - 182
JO - Assessment in Education: Principles, Policy & Practice
JF - Assessment in Education: Principles, Policy & Practice
SN - 0969-594X
IS - 2
ER -