Implementation of formative assessment - effects of quality of programme delivery on students' mathematics achievement and interest.

Autor/inn/en	Pinger, Petra; Rakoczy, Katrin; Besser, Michael; Klieme, Eckhard
Titel	Implementation of formative assessment - effects of quality of programme delivery on students' mathematics achievement and interest.
Quelle	In: Assessment in education, 25 (2018) 2, S. 160-182 PDF als Volltext (1); PDF als Volltext (2); PDF als Volltext kostenfreie Datei (3); PDF als Volltext kostenfreie Datei (4) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	0969-594X; 1465-329X
DOI	10.25656/01:17406 10.1080/0969594X.2016.1170665
URN	urn:nbn:de:0111-pedocs-174067
Schlagwörter	Mehrebenenanalyse; Deutschland; Hessen; Lehrer; Mathematikunterricht; Qualität; Realschule; Schüler; Lernerfolg; Regressionsanalyse; Leistungsbeurteilung; Interesse; Wirkung; Schuljahr 09; Realschule; Lehrer; Schüler; Leistungsbeurteilung; Lernerfolg; Schülerleistung; Feedback; Interesse; Lernprozess; Regressionsanalyse; Mathematikunterricht; Mathematische Kompetenz; Einflussfaktor; Implementierung; Qualität; Wirkung; Mehrebenenanalyse; Deutschland; Hessen
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' 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. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2023/1