Embedded formative assessment and classroom process quality. How do they interact in promoting students' science understanding.

Autor/inn/en	Decristan, Jasmin; Klieme, Eckhard; Kunter, Mareike; Hochweber, Jan; Büttner, Gerhard; Fauth, Benjamin; Hondrich, Anna Lena; Rieser, Svenja; Hertel, Silke; Hardy, Ilonca
Titel	Embedded formative assessment and classroom process quality. How do they interact in promoting students' science understanding.
Quelle	In: American educational research journal, 52 (2015) 6, S. 1-27Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	0002-8312
URN	urn:nbn:de:0111-pedocs-125517
Schlagwörter	Mehrebenenanalyse; Vergleichsuntersuchung; Test; Schule; Schuljahr 03; Grundschule; Lehrer; Lehrerfortbildung; Schüler; Unterrichtsforschung; Videoaufzeichnung; Klassenführung; Unterricht; Regressionsanalyse; Naturwissenschaftlicher Unterricht; Bewertung; Effektivität; Intervention; Qualität; Deutschland
Abstract	In this study we examine the interplay between curriculum-embedded formative assessment-a well-known teaching practice-and general features of classroom process quality (i.e., cognitive activation, supportive climate, classroom management) and their combined effect on elementary school students' understanding of the scientific concepts of floating and sinking. We used data from a cluster-randomized controlled trial and compared curriculum-embedded formative assessment (17 classes) with a control group (11 classes). Curriculum-embedded formative assessment and classroom process quality promoted students' learning. Moreover, classroom process quality and embedded formative assessment interacted in promoting student learning. To ensure effective instruction and consequently satisfactory learning outcomes, teachers need to combine specific teaching practices with high classroom process quality. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2018/2