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Implementation of formative assessment: effects of quality of programme delivery on students’ mathematics achievement and interest

Research output: Journal contributions › Journal articles › Research › peer-review

Standard

Implementation of formative assessment: effects of quality of programme delivery on students’ mathematics achievement and interest. / Pinger, Petra; Rakoczy, Katrin; Besser, Michael et al.
In: Assessment in Education: Principles, Policy & Practice, Vol. 25, No. 2, 04.03.2018, p. 160-182.

Research output: Journal contributions › Journal articles › Research › peer-review

Harvard

Pinger, P, Rakoczy, K, Besser, M & Klieme, E 2018, 'Implementation of formative assessment: effects of quality of programme delivery on students’ mathematics achievement and interest', Assessment in Education: Principles, Policy & Practice, vol. 25, no. 2, pp. 160-182. https://doi.org/10.1080/0969594X.2016.1170665

APA

Pinger, P., Rakoczy, K., Besser, M., & Klieme, E. (2018). Implementation of formative assessment: effects of quality of programme delivery on students’ mathematics achievement and interest. Assessment in Education: Principles, Policy & Practice, 25(2), 160-182. https://doi.org/10.1080/0969594X.2016.1170665

Vancouver

Pinger P, Rakoczy K, Besser M, Klieme E. Implementation of formative assessment: effects of quality of programme delivery on students’ mathematics achievement and interest. Assessment in Education: Principles, Policy & Practice. 2018 Mar 4;25(2):160-182. doi: 10.1080/0969594X.2016.1170665

Bibtex

@article{1cdffaa074114e2bae2579c63a395e46,
title = "Implementation of formative assessment: effects of quality of programme delivery on students{\textquoteright} mathematics achievement and interest",
abstract = "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{\textquoteright} 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{\textquoteright} interest also was affected positively when performance evaluation was stressed.",
keywords = "Lifelong Learning, achievement, feedback, Formative assessment, implementation, mathematics",
author = "Petra Pinger and Katrin Rakoczy and Michael Besser and Eckhard Klieme",
year = "2018",
month = mar,
day = "4",
doi = "10.1080/0969594X.2016.1170665",
language = "English",
volume = "25",
pages = "160--182",
journal = "Assessment in Education: Principles, Policy & Practice",
issn = "0969-594X",
publisher = "Routledge Taylor & Francis Group",
number = "2",

}

RIS

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 -

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Neue Materialien für einen realitätsbezogenen Mathematikunterricht 10: ISTRON-Band zum Modellieren in der Praxis: Lernumgebungen zur Kompetenzorientierung in den Sekundarstufen

Besser, M., Hagena, M., Krawitz, J. & Tropper, N., 2025, 1 ed. Berlin/Heidelberg: Springer Spektrum. 147 p. (Realitätsbezüge im Mathematikunterricht)(Neue Materialien für einen realitätsbezogenen Mathematikunterricht; vol. 10)

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Research output: other publications › Other › Research

Teachers’ use of formative assessment in inclusive mathematics education in German secondary schools

Töllner, F., Renftel, K., Kuhl, P. & Besser, M., 29.05.2025, Innovative Teaching and Classroom Processes: Research Perspectives from Germany and China. Ehmke, T. & Chi-Kin Lee, J. (eds.). 1 ed. Taylor and Francis Inc., p. 256-269 14 p.

Research output: Contributions to collected editions/works › Chapter › peer-review

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